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A CIVIL SERVICE 
MANUAL 


Joseph Af Ewart 

Phillips and Bentley Schools, Salem, Mass. 

W. Stan wood Field 

Lewis School, Boston, Mass. 
Adelbert H. Morrison 

Mechanic Arts High School, Boston, Mass 


VOLUME II 


English and allied subjects including Plain Copy, 
Rough Draft, Punctuation, Comparisons 
of Addresses, Letter Writing and 
Model Letters 


Draughon’s Practical Business College 
Civil Service Department 
Washington - D.C. 

1909 

30 Colleges in 16 _ 21 Bankers in 

States Capital Stock Board of Directors 

$300,000 



Copyright, 1908 

By THE HOME CORRESPONDENCE SCHOOL 

JL&~ • Gyl 9 5 V 



PREFACE 


With the rapidly increasing popularity of Civil Service as an 
institution, the number of applicants for examination has passed 
high into the thousands. Whatever ability and training the 
applicant may have, to secure a rating that shall obtain an appoint¬ 
ment, a thorough familiarity with, and preparation for the exami¬ 
nation is necessary. 

Much time and energy is misspent by the one who seeks to 
refresh his memory by cramming through the ordinary text-book, 
and even then the discipline most needed has not been acquired. 
This has been so thoroughly appreciated by individuals endeavor¬ 
ing to prepare themselves, and by large classes in public and 
private evening schools, correspondence schools, and associations, 
whose dependence was entirely upon their instructor’s familiarity 
with the examinations, that there is a strong demand for a series 
of books which shall familiarize the applicant with the form and 
method of the examination, avoid the use of technical terms, and 
direct him in the study of only such matter as is necessary for his use. 

The series, of which this book is one, consists of three books, 
the first dealing with arithmetic, the second with English and 
allied subjects, the third with geography, railway mail, and spelling. 
These books are, as the name implies, published for the express 
purpose of meeting the demands of Civil Service examinations, 
whether federal, state, or city, and, in the subjects treated, will be 
found to contain all material necessary to achieve the same success 
as has attended the many hundred members of our civil service 
classes in evening schools, for whose use this material was originally 
prepared. 

These books are adapted to self-instruction, as well as to indi 
vidual, class, and correspondence study under the guidance of a 
teacher. 


The Authors. 






GENERAL DIRECTIONS 


In preparing for Civil Service examinations, whether federal, 
state, or city, the candidate should first communicate with the 
Commission by whom he is to be examined, and secure his appli¬ 
cation forms, together With all pamphlets of information which 
the Commission issues.* 

As soon as his application is filed, the applicant should find out 
the exact requirements of his particular grade, and then make 
specific preparation for those requirements and no others. No one 
grade of examination requires all of the subjects treated in this 
manual. 

Candidates are allowed to take the same examination re¬ 
peatedly, but not oftener than once a year. By availing himself 
of this fact, a candidate may take an examination, after having 
once passed in the same grade, for the purpose of improving his 
rating; or he may take his examination before he is fully prepared, 
in order to become acquainted with its forms and methods, with 
the intention of repeating the examination for a higher rating at 
some future time. 

* These pamphlets, which are sent upon request, give details of information 
which are modified from time to time, and which are therefore not printed here. 
They also give specimen examination papers in the various grades, and the re¬ 
quirements as to height, weight, age, etc. 






TABLE OF CONTENTS 


PAGE 

I. Punctuation ....... 9 

II. Dictation . . . . . . . 17 

III. Penmanship ....... 18 

IV. Synonyms . ' . . . . . • 20 

V. Homonyms ....... 22 

VI. Correct Use of Words ..... 25 

VII. Letter Writing and Composition ... 35 

VIII. Subjects for Letter Writing and Composition . 47 

IX. Plain Copy.52 

X. Rough Draft . . .... 60 

XI. Reading Addresses . . • 77 

XII. Abbreviations ...... 88 

XIII. Stenography . . . . • • 91 

XIV. Typewriting ...... 99 

























































* , 










































































' 












PUNCTUATION 


Correct punctuation is based upon certain principles, but so 
much freedom is allowed the writer in the application of those 
principles that any text upon the subject, at its best, is but un¬ 
satisfactory. 

The object of punctuation is to enable the reader to interpret 
more easily and more surely the meaning of the writer. Recent 
English requires much less punctuation than the older styles because 
sentences are made much shorter. 

In the following chapter the authors do not present an ex¬ 
haustive or even a complete treatise of the subject, but rather 
such fundamental principles as the competitor can learn with ease 
and use with facility, and such as he will find entirely sufficient 
for his uses. 


CAPITALS 

The following should begin with capital letters: 

The first word of every sentence. (No illustration necessary.) 

The first word of a line of poetry, 

“All are architects of fate, t 

Standing in these walls of time.” 

Proper names, 

George Williams; Massachusetts; Rome; Mary; the White 

House. 

Proper adjectives, 

Romani; Arabic. 

Days of the week, 

Monday; Tuesday; Saturday. 

Months of the year, 

March; July; September. 

Pronoun “I.” (No illustration necessary.) 

Interjection “O,” 

O the struggle! 



10 


ENGLISH 


Names referring to the Deity, 

It is His power that overshadows thee. 

A kind Providence watches over us. 

Nouns personified. (Inanimate objects spoken of as persons), 

“Th6 weaver Winter her shroud had spun.” 

North, East, South, West, when referring to a section of the 
world or its people, but not when indicating direction. 

The South is progressing rapidly. 

The wind is south. 

The first word of a formal quotation, 

Sheridan said, “Turn,boys, we’re going back.” 

When a quotation is introduced by “if ” or “that,” the capital 
is not used. 

“Who said that it is hard for an empty bag to stand upright?” 

When a quotation consists of only a part of a sentence the 
capital is not required. 

He often uses the words “optimism” and “pessimism.” 

Distinguished titles, 

The President received them in the East Room. 

Patrick A. Collins, Mayor of Boston. 

Names of important historical events, 

The Reign of Terror. 

The Boston Tea Party. 

THE PERIOD 

A period should be placed at the end of every complete sen¬ 
tence unless an interrogation point or an exclamation point is 
required. (See “Exclamation Point” and “Interrogation Point.”) 

A period is used at the end of an abbreviation. In such cases 
it does not take the place of other marks of punctuation unless the 
abbreviation is at the end of the sentence. 

James Smith, Esq., was bom in Louisville, Ky. 

Boston, Mass., April 1, 1908. 

THE INTERROGATION POINT (?) 

The interrogation point is used at the close of every question 
Carelessness in omitting this mark is a common fault. It is not 


PUNCTUATION 


11 


difficult to determine where it is required;—the difficulty consists 
in the above mentioned want of care. 

Example 

What is the capital of North Dakota? 

THE EXCLAMATION POINT (!) 

The exclamation point is used after such expressions as: 

Oh! Ah! 

“What a piece of work is man!” 

How folks do talk of it! 

“All hail, ye patriots brave!” 

THE COMMA (,) 

The comma is more frequently used than all other marks of 
punctuation combined, but it should not be employed unless there 
is a distinct break in the thought, change in the construction, or a 
series of expressions of the same rank. The fact that a sentence 
is long is no indication that any mark of punctuation is required. 

For example: (Break in the thought.) It was a bleak Novem¬ 
ber day; the gray clouds hung low o’er the leafless wood; and the 
farmer, standing in his doorway, foretold the approaching storm. 

(Change in construction.) In the meadow where the brook 
runs, the wild duck reared her young. 

(Series of expressions.) “Sink or swim, live or die, survive 
or perish, I give my hand and my heart to this vote.” 

(No punctuation required.) But the greatest task was yet 
to be performed by the few enthusiastic followers who had pain¬ 
fully labored over four thousand miles to find themselves where 
there was promise of little food and no comfort. 

In determining where to punctuate, the competitor must care¬ 
fully consider the thought which he wishes to convey, determine 
where the breaks occur and where he naturally pauses in his 
reading, and then use such punctuation as will enable the one who 
is unfamiliar with the manuscript to interpret correctly his meaning. 
(See relation of comma, semicolon, and colon, page 13). 

Examples (Punctuated) 

I Theories are everywhere, on every subject, enterprise, and 
phenomenon, theories true and false, wise and unwise, audacious 

and crazy. 



12 


ENGLISH 


II. We visited Abbotsford, the home of Scott. 

III. The vanity, the ambition, or the pride of some men keeps 
them always in trouble. 

IV. A number of horses, together with a large amount of other 
property, were stolen. 

V. Speak as you mean, do as you profess, and perform what you 
promise. 

Examples (To be punctuated) 

I. No man can stand higher than he with the South the West the 
North and the East all for him 

II. Mr Speaker with pleasure I second the resolution 

III. His triumphs his successes his brilliant achievements have 
drawn the eyes of the people toward him 

IV. Fortified with irresistible logic protected with the shield of 
indomitable courage and armed with the battleaxe of parliamentary 
law he never knew defeat 

V. You are a parent or a child a brother or a sister a husband or 
a wife a friend or an associate of some kindred soul 


THE SEMICOLON (;) 

The semicolon is often used before such introductory expres¬ 
sions as; namely, that is, and such as. 

The semicolon is most frequently used in sentences which 
contain commas and where attention is directed to a pause at which 
a more decided separation is required;—if the connection is still 
more remote a colon should be used. In general, the writer must 
use his own judgment in deciding whether a comma or a semi¬ 
colon should be employed. (See relation of comma, semicolon, 
and colon, page 13.) 

Example 

There are several grades of examination; namely,— * 

THE COLON (:) 

The principal use of the colon is in the salutation of a letter 
and after such introductory expressions as, thus, the following, as 
follows, to wit, for example, and in these words. 


PUNCTUATION 


13 


The colon is used in sentences which contain commas and 
semicolons and where attention is directed to a pause at which a 
more decided separation is required. (See relation of comma, 
semicolon, and colon.) 

Examples 

Dear Sir: 

To write your letter, proceed as follows: first make your 
outline, etc. 


THE COMMA, SEMICOLON, AND COLON 

The comma, semicolon, and colon are used to separate the 
parts of a sentence. The comma is ordinarily used to separate the 
parts into which the sentence is naturally divided. 

For example: Civil Service Reform was largely a result of 
Jackson’s policies. (No separation needed.) 

Civil Service Reform was largely the result of Jackson’s 
policies, of Garfield’s assassination, of Cleveland’s sagacity, and 
of popular antipathy for the “Spoils System.” (Commas needed.) 

If, however, the parts themselves need to be divided, they 
should be separated from each other by semicolons, and within 
themselves by commas. 

For example: Civil Service Reform was largely the result of 
Jackson’s policies; of Garfield’s assassination, an event which 
awakened the people to the danger from office-seekers; of Cleve¬ 
land’s sagacity, resulting in the passage of more Civil Service 
legislation; and of popular antipathy for the “Spoils System.” 

If the parts need further division, such division should be 
indicated by commas; semicolons will take the place of commas 
previously used, and colons will replace the semicolons. 

For example: Civil Service Reform was largely the result 
of Jackson’s policies: of Garfield’s assasination; an event which 
awakened the public, but too late, to the danger from office- 
seekers: of Cleveland’s sagacity; resulting in the passage of more 
Civil Service legislation, designed to bring within its scope a larger 
number of office-holders: and of popular antipathy for the “Spoils 
System.” 

Note: The above example is intended to show the use of the comma, 
semicolon, and colon; and their relation to each other in the same sentence. The 
composition would be improved by division into shorter sentences. 


14 


ENGLISH 


Examples (Punctuated) 

I. Coleridge divided readers into four classes: “The first is like 
an hour-glass; their reading runs in and runs out, and leaves not 
a vestige behind; the second resembles a sponge, it imbibes every¬ 
thing; the third, like a jelly bag, allows all that is pure to pass 
away; and the fourth, casting aside what is worthless, like the 
diamond diggers of Africa, preserve only the pure gem.” 

II. Let me call your attention to the three following states: 
Maine, the most northern; Florida, the most southern; and 
California, the most western. 

III. “What a piece of work is man: how noble in reason; how 
infinite in faculties; in form and movement, how express and 
admirable; in action, how like an angel; in proportion, how 
like a God!” 


QUOTATION MARKS (“ ”) 

The exact words of another should be enclosed in quotation 
marks. 

Goethe said, “He who is firm in will moulds the world to 

himself.” 

When the exact words of another are introduced by “that,” 
“unless,” “because,” “if,” etc., the quotation is enclosed in quota¬ 
tion marks, but the first word is not capitalized. 

Goethe said that * ‘ he who is firm in will moulds the world 

to himself.” 

When the exact words of another are not used and only the 
substance is given, no quotation marks are required. 

She said that I must go. (Without quotation marks.) 

She said, “You must go.” (With quotation marks.) 

When words not a part of the quotation are inserted within 
the quotation, each part of the quotation must be enclosed with 
quotation marks and the words inserted must be set off by commas. 

“This,” he said, “is all that I can say.” 

When a quotation necessitates the writing of several para¬ 
graphs, quotation marks are placed before each paragraph and 
after only the last paragraph. 

Words quoted within a quotation are enclosed in single 
marks (‘ ’)• 


PUNCTUATION 


15 


In his speech he said. “I close with the words of Holmes, 
‘One flag, one land, one heart, one hand, one Nation ever¬ 
more!’ ” 

, If an author’s name follows his words no quotation marks are 
needed around the extract itself. 

Charm strikes the sight but merit wins the soul. 

—Pope. 


THE APOSTROPHE (’) 

Possession is usually shown by adding an apostrophe and the 
letter “s” to the name of the possessor. 

Mary owns a hat. It is Mary’s hat. 

Names which end with the sound of “s” or “z” may be made 
to show possession by adding an apostrophe only. (Most plural 
nouns end in the sound of “s” or “z.”) 

Mr. Moses’ sermon was well received. 

They camped in the soldiers’ tents. 

It was all for righteousness’ sake. 

The horses’ sagacity saved him. 

The above method is not uniform. The agreeableness of the 
sounds and usage in general, must determine how the apostrophe 
shall be used to indicate possession. 

This is Charles’s sword. 

It was at the princes’s reception. 

An apostrophe should not be used in the words.“its,” “his,” 
“hers,” “theirs” and “yours.” 

The lameness is in its foot. 

When in doubt as to how the possessive should be formed, 
remember that one may often use the name of the possessor with 
“of” and thereby convey the same meaning. 

It was for conscience(?)s sake. It was for the sake of 

conscience. 

The apostrophe is used in words to show that a letter or letters 
have been omitted. 

“doesn’t” for “does not.” 

“ne’er” for “never.” 

“I’ve” for “I have.” 

“ ’tis ” for “it is.” 


16 


ENGLISH 


THE HYPHEN (-) 

The hyphen is used to join the parts of a compound word, 
and after a syllable at the end of a line when the remainder of the 
word is in the next line. 

Note: Words which are divided at the end of a line must be separated 
only between syllables. The following words, for example, should be divided 
only where the hyphens are placed: A-chieve-ments, sys-tem-a-tic, meth-od-i-cal, 
cel-e-bra-ted, de-ter-mined. 


Examples 

I. Hail ye heroes, heaven-born band! 

II. The heavens declare the glory of God, and the firma¬ 
ment showeth his handiwork. Day unto day utter- 
eth speech and night unto night show¬ 
eth knowledge. 

III. My father-in-law always wears a pepper-and-salt suit. 

THE DASH (—) 

A dash is used when a sentence is left unfinished or there is 
an unexpected turn in the thought, and often after such intro¬ 
ductory expressions as namely, that is, and such as. 

But I must first— 

There was no malice in his heart—no mortgage on his 
house. 

There is but one way to prepare for Civil Service exami¬ 
nations; that is,—by diligent application to study. 

THE CARET (A) 

The caret is used to show the place where some letter, word 
or phrase is to be inserted. (For examples see “Rough Draft,” 

p. 60.) 


THE PARENTHESIS ( ) 

The parenthesis is used to set off expressions which may be 
omitted without injury to the sense of the sentence. 

Examples 

I. My manual was in my pocket (as it always is), ready for 
instant use. 

II. Received of James Roumainiere fifty (50) dollars, on account 


DICTATION 


This subject can be pursued with most practical results by- 
securing someone to dictate to the competitor. The best subject 
matter is to be found in magazine articles and newspaper editorials. 
Begin by dictating about ten words per minute in the following 
manner. 

Separate the section to be dictated into groups of five words 
each and dictate every half minute as near this number as the 
natural pauses will allow. 

As the competitor is able to take the dictation faster, increase 
the number of words in a group until twenty or twenty-five words 
can be taken per minute. This speed is entirely sufficient and 
practice can then be directed to the development of absolute 
accuracy and excellent penmanship. 

A useful exercise in this connection is to have a second person 
read some short quotation and then have the competitor repeat it, 
the length of the quotations being increased until the competitor can 
repeat a selection of from thirty to fifty words from one reading. 

There is no short way in which to secure proficiency in this 
subject; but continued practice, close application, and sufficient 
time are sure to produce the desired speed and accuracy. 


Note: In practicing dictation one should allow periods of rest between 
selections, and the selections, at first, should not be long. The mind unpracticed 
in this exercise will soon tire and then the practice does no good. 

For exercises in dictation see “ Stenography ” pages 91 to 98. 



PENMANSHIP 


This subject forms an important part of each examination. 
Legibility and speed are necessary. Legibility requires uniformity 
as to size, slant and spacing. Speed is the result of persistently 
training the writing muscles and of keeping them in practice. 

In attempting to improve his penmanship the student should 
first select some acceptable standard and bring himself to realize 
that his results will be commensurate with the length and thought¬ 
fulness of his practice. To scribble aimlessly on paper, thinking 
to call it practice is time worse than wasted. Good penmanship 
practice involves hard work and hard thinking. 

PENHOLDING 

Hold the pen lightly between the thumb and the first two 
fingers, the first finger resting on the top of the holder and the upper 
part of the holder resting against the first finger at the knuckle 
joint. The holder should cross the second finger at the top of the 
nail. The thumb should keep the holder in place from a point behind 
and above the end of the first finger. 

The arm should rest easily upon the desk, all weight being 
supported upon the muscles just below the elbow, and upon the 
nails of the third and fourth fingers. 

POSITION 

Sit nearly upright, facing the desk, with forearms at right- 
angles with each other. The left hand should rest upon the paper, 
which is placed at such an angle that the slant of the writing is 
at right-angles with the edge of the desk. 

MOVEMENT 

Clear, smooth lines are the result of easy movement. A free 
and regular movement should be cultivated. Try to write without 
bending the thumb joints. When this can be done there is move- 



PENMANSHIP 


19 


ment. Practice this until it joins with the natural movement of 
the fingers and then you have a combination of the two which is 
the true movement of graceful writing, as it does not overtax either 
of these sets of muscles. 


LEGIBILITY 

See that all letters that should rest upon -the line, actually do 
it. See that all similar letters are of exactly the same height. See 
that all down strokes are of exactly the same slant. These things 
mean legibility. “What slant” and “what height” are not so 
important as “the same slant” and the “same height.” 

SPEED 

Speed comes from correct position, and correct movement, 
long practiced. The muscles must be trained to do this work almost 
involuntarily. This takes time and labor. 

Twenty words per minute is good speed. 

PRACTICE 

Practice movements making copies double their usual size, 
first in air to insure free movement and then on paper, afterward 
reducing them to normal size. More time will be required upon the 
even slant and even height of small letters than upon anything 
else. Capitals should be made comparatively small and without 
flourishes. 





SYNONYMS 


In order that one’s composition may not seem set or tiresome 
by reason of the frequent repetition of the same word, one must 
have some knowledge of words of similar meaning that may be 
substituted for each other. Such words are called synonyms. 

For example, compare the following sentences: 

1st. The officer was so thoroughly angered by the soldier’s 
carelessness that his anger knew no bounds, and he angrily ordered 
him to the guard house. He should have controlled his anger, for 
the time will never come when all soldiers cease to be careless. 

2nd. The officer was so thoroughly exasperated by the sol¬ 
dier’s carelessness that his indignation knew no bounds and he 
angrily ordered him to the guard house. He should have controlled 
his wrath, for the time will never come when all soldiers cease to 
be careless. 

and: 

1st. After he had constructed the house, the contractor 
began to construct the stable. The construction of the buildings 
took a long time, for they were thoroughly constructed. 

2nd. After he had completed the house, the contractor began 
to build the stable. The erection of the buildings required a long 
time, for they were thoroughly made. 

and : 

1st. The undertaking was his first undertaking at anything 
so serious, but notwithstanding the fact that he undertook to do 
his best, his undertaking brought only dismal failure. 

2nd. The undertaking was his first attempt at anything so 
serious, but notwithstanding the fact that he strove to do his 
best, his endeavor brought only dismal failure. 

and: 

1st. “Why do you not answer me?” he asked. “I have 
answered you,” he answered. “Yes, but your answer is another 
question and that will not answer.” 



SYNONYMS 


21 


2nd. “Why do you not answer me?” he asked. “I have 
answered you,” he replied. “Yes, but your reply is another 
question and that is not satisfactory.” 

The following arc illustrative synonyms: 

1 Glad, happy, joyous, pleased, delighted. 

2 Prolong, lengthen, extend. 

3 Room, space, ground, locality. 

4 Address, accost, greet, salute. 

5 Effect, result, consequence, issue. 

6 See, perceive, behold, look, discern. 

7 Seem, look, appear. 

8 Restrain, check, repress, hinder, limit, restrict. 

9 Letter, epistle, note, message. 

10 Lay, place, put, set down. 

11 Decide, determine, fix, settle. 

12 Change, vary, alter, modify. 

13 Trust, faith, confidence, reliance, belief. 

14 Relate, tell, recite, narrate, rehearse, report. 

15 Fast, firm, secure, fixed. 

16 Pay, wages, salary, recompense. 

17 Tired, weary, fatigued, worn out. 

18 Present, give, offer, bestow. 

19 Genuine, authentic, real, true, pure. 

20 Get, gain, procure, acquire, earn, obtain. 


With the aid of your dictionary, make a similar list of synonyms 


for the following words: 


1 

excel 

13 

necessary 

2 

pursue 

14 

say 

3 

accident 

15 

decide 

4 

recommend 

16 

rise 

5 

endeavor 

17 

ability 

6 

receive 

18 

feeble 

7 

brief 

19 

listen 

8 

encourage 

20 

fierce 

9 

avoid 

21 

accept 

10 

excite 

22 

large 

11 

prompt 

23 

brave 

12 

disease 

24 

cease 


25 

busy 

26 

hard 

27 

event 

28 

confident 

29 

view 

30 

toil 

31 

seldom 

32 

make 

33 

inquire 

34 

hinder 

35 

expense 


In writing your letter or composition, use special care to 
avoid frequent repetition of a word. In this connection, a knowl- 


edge of synonyms is necessary. 


HOMONYMS 


Homonyms are words that have the same sound but different 
meanings. 

Examples 

1 There, denoting place. 

He will be there. 

Their, denoting possession. 

Her parents gave their consent. 

2 Pane, a portion of glass. 

The window-pane was broken 
Pain, suffering. 

The pain was unbearable. 

3 Principal, chief. 

Lumbering is the principal industry. 

Principle. 

The Americans fought for a principle. 

4 Capital, a town which contains the seat of government. 

Denver is the capital of Colorado. 

Capitol, a public edifice. 

The Capitol is on the hill. 

5 To, in the direction of, as far as. 

The letter came to me. 

Two, one more than one. 

They had two doctors. 

Too, in excess. 

It is too much. 


Write sentences using the following homonyms: 

1 Fare, cost of passage. 

Fair, clear. 

2 Meet, to come together. 

Meat, flesh. 



HOMONYMS 


23 


3 Hour, portion of time. 

Our, belonging to us. 

4 Plane, a tool used by carpenters 
Plain, a level place, or evident. 

5 Write, to express by letters. 

Right, correct. 

6 Ought, to be under obligation. 

Aught, any part or thing. 

7 Ore, rock containing metal. 

Oar, implement for propelling a boat 
O’er, short form of over. 

8 Hear, to recognize from sound 
Here, in this place. 

9 New, not old. 

Knew, did know, 

10 Piece, a part. 

Peace, quiet. 

Find homonyms for the following words and use them all 


in sentences: 


1 

seller 

21 

hail 

41 

bail 

2 

berry 

22 

rain 

42 

candid 

3 

waist 

23 

kernel 

43 

assistance 

4 

week 

24 

idle 

44 

assent 

5 

steel 

25 

isle 

45 

counsel 

6 

lessen 

26 

feet 

46 

tow 

7 

quire 

27 

told 

47 

coarse 

8 

no 

28 

scene 

48 

martial 

9 

miner 

29 

faults 

49 

current 

10 

eight 

30 

sole 

50 

presents 

11 

higher 

31 

slight 

51 

ceiling 

12 

past 

32 

ruff 

52 

cereal 

13 

through 

33 

pores 

53 

pier 

14 

pail 

34 

need 

54 

bowlder 

15 

die 

35 

raze 

55 

vane 

16 

air 

36 

pause 

56 

grate 

17 

hair 

37 

lapse 

57 

corps 

18 

mane 

38 

chants 

58 

jam 

19 

fine 

39 

peak 

59 

stationary 

20 

ring 

40 

mettle 

60 

prey 


24 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

IS 

16 

17 

18 

19 

20 


ENGLISH 


Select proper words for each of the following sentences: 

The court decided that a (fair, fare) of ten cents was (fair, fare). 
When shall we three (meat, meet) again? 

The speaker held his audience more than an (hour, our). 

Is my question (plain, plane) to you? 

When you (right, write), be sure you are (right, write). 

What books (ought, aught) I to read? 

The train was loaded with iron (oar, ore, o’er). 

He that hath ears to (hear, here) let him (hear, here). 

I (new, knew) from its looks that the book was (new, knew). 
After four years of war (piece, peace) reigned in the land. 

Do you know (ought, aught) about him? 

He dropped his (ore, oar, o’er) (ore, oar, o’er) the side of the 
boat. 

To (write, right) (write, right) is an art. 

He smoothed the board with a (plain, plane). 

Please have your (fair, fare) ready. 

The price of (meet, meat) increased rapidly. 

You did not leave your book (here, hear). 

A (peace, piece) was cut from the board. 

(Hour, our) time should be well spent. 

A (new, knew) broom sweeps clean. 


CORRECT USE OF WORDS 


Shall Will 

Shall and will indicate future action or determination. They 
are used as in the following table, which may well be committed 
to memory: 


FUTURE ACTION 


DETERMINATION 


Statement 
I shall 
You will. 

He, she or it will. 
We shall. 

You will. 

They will. 


Question (usually) 


Will I? 

Shall you? 

Will he, she, or it? 
Will we? 

Shall you? 

Will they? 


I will. 

You shall. 
He, she, or 
We will. 
You shall. 
They shall. 


it shall. 


It will be observed that the use of shall and will indicating 
determination is the exact reverse of their use in statement of 
future action. It will also be noticed that usually the same word 
is used in a question as will be used in the expected answer, 
although there are many exceptions to this rule. 

I shall go tomorrow (statement of future action). 

I will go tomorrow (determination). 

You will be invited (statement of future action). 

You shall (determination). 

He will be there (statement of future action). 

He shall suffer the consequences (determination). 


Question 

Shall you remain until I return? 
Will the train be on time? 


Answer 

I shall remain until you return. 
It will be on time. 


Insert shall or will in the following sentences: 

1 X-be drowned. 

2 Nobody-help me. 

3 you --not find it an easy matter. 

4 Do you think we-have a storm? 

5 I am afraid I-miss the boat. 



26 


ENGLISH 


6 I-be eighteen years old soon. 

7 When-I hear the result of my examination? 

8 He-do as I say, I promise you. 

9 When-they be likely to arrive? 

10 We-expect you at three o’clock. 

11 You-not say so when you know him better. 

Should Would 

These follow the same general rule as shall and will. In addi¬ 

tion should is used in the sense of ought, and would in the sense 
of used to. 

You should not (ought not to) neglect your work. 

Often he would (used to) tell me the story of the battle. 

May Can 

May denotes permission, can denotes ability. When any part 
of the verb to be able can be substituted in the sentence without 
change of meaning, use can; when any part of the verb to allow 
or to permit can be substituted, use may. May is sometimes used 
to denote possibility. 

You may come if you wish (permission). 

He can write a good letter (ability). 

We may go to the picnic if it is pleasant (possibility). 

Insert may or can in the following: 

1 I will be with you if I-- spare the time. 

2 When you have finished your work, you-go. 

3 -I borrow your automobile? 

4 Yes, if you-run it. 

5 He-sing, but he won’t. 

6 He-be a good penman, but he-not write good English. 

7 -we see Mt. Washington from here? 

8 We-not be rich, but we-all be honest. 

9 -I go out riding with you? 

10 Henry-not be able to come at all. 

Lay Lie 

Lay meaning to place, to put, requires a noun (name of a 
person, place, or thing) to complete its meaning. Lie, meaning 

















CORRECT USE OF WORDS 


27 


to rest, to remain, does not require a noun to complete its 
meaning. 

Principal forms of lay: lay or lays; laid; has, have, or had laid. 

Principal forms of lie: lie or lies; lay; has, have, or had lain. 

I lay the paper on the table now. 

I laid the paper on the table yesterday. 

I have laid the paper on the table already. 

The dog lies on the mat now. 

The dog lay on the mat this morning. 

The dog has lain on the mat all day. 

In the following sentences, if a noun follows the missing word, 
decide whether the noun is necessary to complete the meaning of 
that word. Do not confuse such a noun with a noun that fol¬ 
lows such words as on, in, under, over, etc. 

For example: 

The hen laid two eggs (eggs necessary to complete the 

meaning of laid). 

The cat lies in the chair (chair not necessary to complete 

the meaning of lies). 

Insert all possible forms of lay or lie in each of the following 
sentences: 

1 The boat-at anchor in the harbor. 

2 I-my coat on the chair. 

3 The sheep-on the ground. 

4 Please send a man to-my carpet. 

5 Workmen-water pipes. 

6 The factory-idle a long time. 

7 The boy —— abed too late. 

8 Few people-money aside for an emergency. 

9 If you-the book on the table, it will-there. 

10 Chicago-- due west of Boston. 


Set Sit 

All that has been said of lay holds true for set. All that has 
been said of lie holds true for sit. 

Principal forms of set: set or sets; set; has, have or had set. 
Principal forms of sit: sit or sits; sat; has, have or had sat. 













28 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

1 

2 

3 

4 

5 

6 

7 

8 

1 

2 

3 

4 

5 


ENGLISH 


Insert all possible forms of set or sit in the following sentences: 

In what part of the house did you-? 

She-the vase on the shelf. 

They often-under the tree for hours. 

We-up all night with the invalid. 

The gardener-on the bench after he-out plants. 

The sun-at seven o’clock. 

-yourself in the chair and-there. 

He-the clock. 

The printer-by his font and-the type. 

He-at his desk. 


Stop Stay 

Stop means to cease moving. 

Stay means to remain. 

Insert correct forms in the following: 

He-at the comer where he-several minutes. 

He is-at home for the summer. 

At what hotel did you-? 

Will the train-at Boston? 

If he-here, I shall invite him to-. 

He-at several places but did not-long at any of them 

Do you intend to-long in New York. 

I hope you will-until Friday. 

Teach Learn 
Teach means to give knowledge. 

Learn means to receive knowledge. 

Insert correct forms in the following: 

He promised to-me how to do it. 

This has-me a lesson. 

Every one should be-good manners. 

He tried hard to-the lesson that he had been-- 

Will you-me how to write a letter? 

Think Guess Expect 
Think means to reason or to use the mind. 

Guess means to estimate at random. 

Expect means to anticipate. 




























CORRECT USE OF WORDS 


29 


Insert correct forms in the following: 

1 I-I shall go. 

2 He-the riddle. 

3 He-promotion. 

4 It is better to-than to-. 

5 Do you-he will do it? 

Carry Bring Fetch 
Carry means to take along while going. 

Bring means to take along while coming. 

Fetch means to go, get, and bring back. 

Insert correct forms in the following: 

1 I will-the book to him. 

2 Please-me the umbrella. 

3 Go and-me the ink. 

4 -me the ink. 

5 I will-the book home and-it back. 

Among Between 

Among is used with reference to more than two persons or 
things. 

Between is used with reference to two only. 

He passed among the assembled multitude. 

He stood between his parents. 

Different from 

Use instead of different to, or different than. 


At In 

At is used to indicate a point. 

In is used to indicate within the bounds of. 
They landed at Boston. 

He lives in Chicago. 








30 


ENGLISH 


Off of 

Not in good use. 


In Into 

In is used to indicate rest. 

Into is used to indicate motion. 

He lives in the house. 

He fell from the wharf into the water 

By With 

By is used to introduce the one who commits the act. 

With is used to introduce the tool with which the act is com¬ 
mitted. 

The horse was stopped by the officer. 

The horse was led with a halter. 

By is often used with words like take, lead, etc., as: “to take 
him by the hand,” “seize the horse by the bridle.” 

To At 

To is often incorrectly used for at. 

My book is to home (incorrect). 

My book is at home (correct). 

On to Onto 

Not in good use. 

Wait for Wait on 
Wait for is used to indicate waiting. 

Wait on is used to indicate assisting. 

He will wait for you at the corner (waiting). 

He will wait on you at the comer (assisting). 

He and I Him and Me She and I Her and Me 
Use he and I instead of him and I, or he and me. 

He and I went together, (not he and me, nor him and I). 
Use him and me instead of he and me or him and I. 

They selected him and me, (not he and me, nor him and I). 
Use she and I instead of her and I or she and me. 

She and I passed the examination, (not her and I, nor 
she and me). 


CORRECT USE OF WORDS 


31 


Use her and me instead of she and me or her and I. 

The test was given to her and me, (not her and I, nor 

she and me). 

Followed by 

Used in preference to followed with. 

This kind These kinds 

Use either of the above forms, but never these kind. 

This kind of book is interesting. 

These kinds (not these kind) of people are disagreeable. 

Don’t Doesn’t 

Don’t refers to more than one, doesn’t refers to one. 

He don’t know the answer, should be, He doesn’t know 
the answer; and, It don’t seem right, should be, It doesn’t 
seem right. , 

Double Negatives 

When wishing to deny, do not use more than one negative. 

He didn’t know nothing about it, should be, He didn’t 
know anything about it. 

He cannot have only ten minutes to finish his work, 
should be, He can have only ten minutes to finish his work. 

He couldn’t give me no encouragement, should be, He 
could give me no encouragement. 


MISCELLANEOUS SENTENCES 

1 He is a man whom (not who) I admire. 

2 He is a man who (not whom) is generally admired. 

3 Who (not whom) did you say he was? 

4 Is he the one whom (not who) you expected? 

5 At whom are you looking? (not, Who are you looking at?). 

6 It is I (not me). 

7 It could not have been they (not them). 

8 We thought it was she (not her). 

9 Everyone must use his (not their) own judgment. 

10 Each felt he (not they) could trust the other. 

11 Everyone will look out for his (not their) own umbrella. 


32 


ENGLISH 


12 Neither one knew his (not their) lesson. 

13 Either John or James was (not were) mistaken in his (not 

their) statements. 

14 He feels bad (not badly). 

15 He feels well (not good). 

16 He was scarcely (not scarce) ten years old. 

17 It is exceedingly (not exceeding) hot. 

18 The flowers smell sweet (not sweetly). 

19 He is somewhat (not some) better. 

20 He felt angry (not angrily). 

21 There is no doubt that (not but that, nor but what) civil 

service reform is needed. 

22 It cannot be denied that (not but that, nor but what) he 

did it. 

23 It was his duty to introduce (not to have introduced) us. 

24 I intended to come (not to have come). 

25 Come as soon (not as quick) as you can. 


SLANG AND VULGAR 
EXPRESSIONS 


There are many expressions that are often used which are not 
recognized by good authorities and are therefore to be avoided. 
Among these are slang and vulgar expressions like the following: 


ain’t 
gent 
photo 
get left 
onto 

up against it 


to pan out 
to watch out 
auto 
on tick 
to rattle 
too thin 


in hock 
on the bum 
bust 
pile 

ight (very) 


Substitute good English for the slang expressions in the 
following sentences: 

1 You bought that watch on tick. 

2 He ain’t the gent that took my photo. 

3 He was right smart. He made a big steal, and busted the bank 

4 The millionaire gave his pile to charity. 

5 The player got rattled. 

6 The auto was on the bum, the chauffeur wa’n’t onto his job, 
and we were up against it. 

7 He failed to make the station and the train left him. 


WORDS OFTEN CONFUSED 

Consult your dictionary and use the following words correctly 
in sentences: 


1 To find, to found. 

2 Balance, remainder, rest. 

3 Invention, discovery. 

4 Aggravate, irritate 

5 Most, almost, mostly. 

6 Like, as. 

7 Beside, besides. 

8 Affect, effect. 

9 Counsel, council. 

10 House, home. 


11 Quantity, number, amount. 

12 Party, person. 

13 Specie, species. 

14 Quite, rather, somewhat. 

15 Liable, likely, apt. * 

16 Reputation, character. 

17 Accept, except. 

18 Unless, without, except. 

19 Further, farther. 

20 Nor, or. 



34 ENGLISH 


21 Respectively, respectfully. 

22 Quite, rather, somewhat. 

23 Propose, purpose. 

24 Real, really, very. 

25 Good, well. 

26 Ill, bad, sick. 

27 Healthy, healthful, whole¬ 

some. 

28 Expect, suspect, suppose. 

29 Funny, odd. 

30 Mad, angry. 

31 Observation, observance. 

32 Compliment, complement. 

33 Less, fewer, smaller. 

34 More, larger. 

35- Let, leave. 

36 Abandon, desert, forsake. 


37 Kill, murder, assassinate. 

38 Opportunity, occasion. 

39 Attend, listen. 

40 Only, alone. 

41 Avow, acknowdedge, confess 

admit. 

42 Sufficient, enough. 

43 Acquit, exonerate. 

44 Keen, sharp, bright, acute. 

45 Great, good, fine. 

46 Solid, heavy. 

47 Spend, pass. 

48 Lend, loan. 

49 Rent. hire. 

50 Ancient, aged, venerable, anti* 

quated, old. 


/ 




LETTER WRITING* 


A letter usually consists of six parts, namely (1) heading, 
(2) address, (3) salutation, (4) body, (5) conclusion, and (6) signa¬ 
ture, arranged in the order given. 


THE HEADING 

This part of the letter is intended to state the place where, 
and the time when, the letter was written, and the place must be 
stated so definitely that all information is given that would be 
required if a reply were necessary, or if the letter itself had to be 
returned to the sender from the Dead Letter Office. Conse¬ 
quently the heading should contain not only the name of the city 
or town and the name of the state, but also the street and number, 
or the name of the building, if the latter is well known. 


Thus: 
(Form 1) 

(Form 2) 


Federal Building, Boston, Mass., 
May 11, 1908. 

South Boston High School, 
Boston, Mass., 

October 19, 1908. 


The heading should begin about an inch and a half from the 
top of the sheet, if the letter is to fill one or more pages, and may 
occupy either two or three lines, according to individual preference. 
If it occupies three lines, however, the first should be in the middle 
of the sheet, and the second and third should each begin a little 
to the right of the one above. (See Form 2.) The name of the 
month should not be abbreviated, and the abbreviations st, nd, rd, 
th, etc., should never be used in the date. 


The punctuation of the heading may be observed in the forms 
given above. 

♦Note : It is not intended to give a complete treatment of the subject in this 
manual but to deal with it to such an extent as to enable a candidate to write 
a letter which shall fulfill the requirements of the Civil Service Commission. 



36 


ENGLISH 


THE ADDRESS 

Below the heading and leaving a margin at the left of the 
page, are the name and address of the person or persons to whom 
the letter is sent. The name should occupy one line, and the 
address another, the second line beginning a little to the right of 
the first, thus: 

(Form 3) 

Federal Building, Boston, Mass., 
October 22, 1908. 

United States Civil Service Commission, 

Washington, D. C. 

Note: If the examination taken is a state examination, the name of the 
state should be substituted for the words “United States.” 

THE SALUTATION 

The salutation is the greeting of courtesy which introduces 
the body of the letter and should consist simply of the word 
“Gentlemen” or “Sirs,” written on the next line below the address, 
beginning at the left hand margin, and followed by a colon (:). 

(Form 4) 

Federal Building, Boston, Mass., 
October 28, 1908. 

United States Civil Service Commission, 

Washington, D. C. 

Gentlemen: 

There is not a more important. 

THE BODY 

The fourth part of the letter is the body, which should begin 
on the next line below the salutation, and directly below the 
mark of punctuation which follows the latter, as in Form 4. 

In composing the body of the letter one should try to use a 
number of words not much greater than the number stated on the 
examination paper. The competitors are judged by the quality 
of what they write, rather than by the quantity. Directions 
concerning the body of the letter will be given later under the 
heading “Composition.” 



LETTER WRITING 


37 


THE CONCLUSION 

This part of the lettei varies consideraoly, but usually con¬ 
sists of such expressions as “Yours truly,” or “Yours respectfully,” 
written on the next line below the body of the letter, and near 
the right of the page. It is not considered correct to abbreviate 
any of the words used in the conclusion. 


THE SIGNATURE 

Below the conclusion and at the extreme right of the page is 
the signature of the writer. The Christian (first name) should be 
written in full, thus: 

(Form 5) 

Yours truly, 

Albert S. Monroe. 


(Form 6) 


Yours respectfully, 

J. Henry Potter. 


In case the writer is a woman the signature may include her 
title, thus: 

(Form 7) 

Respectfully yours, 

(Miss) Alice M. Graves. 


(Form 8) 


Yours truly, 

Grace E. Allen (Mrs. R. L. Allen) 


Note: In most Civil Service examinations the competitor is directed not to 
sign his name but to use, instead, the number given him by the examiner. 


EXERCISES 

Leaving out the body of the letter, write several letters to the 
United States Civil Service Commission from your home, school, 
or business address, or from the Federal Building of some large 
city, using as many of the above forms as possible. If practicable, 
submit these skeleton letters to some teacher or other person who 
is capable of criticising them intelligently. 


COMPOSITION 


A competitor is usually given a choice of two or more subjects 
upon which to write, and it is both natural and wise to select the 
one with which he is most familiar. The subjects are usually 
connected with current events or topics which are in the public 
mind, and it is indispensable in preparing for these examinations 
to read the editorial pages of the best newspapers and the leading 
articles of some of the magazines devoted to current events. Among 
the latter may be mentioned “The Review of Reviews,” “The 
World’s Work,” and “The Literary Digest,” although there are 
many others that are good. 

It is excellent practice, also, to attend, and if possible to take 
part in, the proceedings of a debating society, but it must be 
remembered that no amount of talking, alone, will enable a person 
to write well. The best means of acquiring facility in composition 
is to write daily one or more paragraphs upon the day’s reading. 
Another good exercise consists in the following: Take as a topic 
the heading of an editorial (or magazine article). Write a compo¬ 
sition of about one hundred and fifty words, before reading the 
editorial, and then compare what you have written with what the 
editor wrote. 

Having selected a subject upon which to write, the next thing 
to do is to think the matter over carefully. It is economy to spend 
half the available time in getting ready, before a word is placed 
upon paper. 

THE PLAN OF THE COMPOSITION OR LETTER 

Prepare in your mind, or on a paper, an outline or plan of the 
subject upon which you wish to write, arranging a series of topics 
into which the question is naturally divided. This helps in de¬ 
termining the beginnings of paragraphs. 

Suppose, for example, that you are to write upon the subject 
Government Ownership of Railroads. The following might be a 
plan of your letter or composition: 



COMPOSITION 


39 


1 Advantages: 

(a) No profits to be made on the money invested; hence 

lower rates. 

(b) Employees to come under Civil Service rules 

(c) Rights of the public given more prominence. 

(d) Better safety appliances employed. 

2 Disadvantages: 

(a) Immense amount of money necessary to buy roads. 

(b) Competition destroyed. 

(c) Opportunities for political favoritism. 

(d) Frequent changes in administration. 

(e) Government operation likely to be less efficient and 

therefore more expensive. 

Note: No mention is here made of introductions and conclusions, as such, 
inasmuch as they would take up such a large part of the time and space that little 
would remain for the subject matter. 

As will be seen, such a plan as the above affords ample material 
for a composition or letter of much greater length than is 
required. 

The following is a composition or the body of a letter which 
might be written upon this subject, and which contains about one 
hundred fifty words: 

There are many advantages in Government ownership of 
railroads, among which the following may be noted: There would 
be no necessity for large profits and hence rates would probably 
be lower; the greater number of employees would come under 
Civil Service rules and thus promotion would be the result of 
merit and accomplishment; the rights of the public would be 
better safeguarded, and safety appliances would be more easily 
introduced and more generally used. 

On the other hand, it would require a vast amount of money 
to buy all the railroads of the country, thus adding to the national 
debt; competition would be destroyed; the large number of 
responsible positions which would probably not come under Civil 
Service rules would offer additional opportunities for political 
favoritism; there might be changes in the management with every 
presidential election and Government operation would probably be 
less efficient and therefore more expensive than under present 
conditions. 

Following are several letters and their outlines, upon topics 
which have been given in Civil Service examinations: 


40 


ENGLISH 


I. Subject:—The advantages and disadvantages of a life of luxury. 

Outline:— 

1 Depend on one’s view of life. 

2 Advantages: 

(a) Opportunity for service. 

(b) Opportunity for education 

3 Disadvantages: 

(a) Idleness weakens the will. 

(b) Temptations. 

(c) Class distinction. 

(d) Individual does not return to society the value of 

what he receives. 

Composition:— 

The advantages and disadvantages of a life of luxury depend 
largely upon a person’s idea of the use he ought to make of his 
life, but most people agree that one should live for the greatest 
good of mankind. 

A life of luxury presents many opportunities for service, either 
by devoting time and energy to public interests, or by assisting 
others as individuals. It also gives the time and means to improve 
one’s self by study and travel. 

The disadvantages are more harmful to the individual. He 
is very likely to sink into a life of idleness, thereby losing his 
strength of character and will, so that he falls an easy victim to 
the temptations that arise. Wealthy persons are also inclined to 
look down upon the laboring classes, while the fact is that they 
themselves are receiving benefits which they have not earned, and 
for which they make no return to society. 

II. Subject:—Describe some industry of your state (Massachu¬ 

setts). (Manufacture of woolen cloth.) 

Outline:— 

1 Preparing the wool. 

2 Drawing and spinning the thread 

3 Weaving the cloth. 

4 Finishing. 

5 Shipping. 

Composition:— 

The manufacture of woolen cloth requires four distinct pro¬ 
cesses, some of which are subdivided many times. The wool comes 


COMPOSITION 


41 


to the mill in bags, and is full of sticks, burrs, and dirt, which are re¬ 
moved by scouring in large tank machines and by passing the wool, 
when dry, through cards and combs. By means of other machines, 
called drawing and spinning frames, the fibres are made parallel, 
and a twisted thread called yarn is formed. The latter is wound 
upon a bobbin and passed by means of a loom between the 
parallel threads of the warp, and thus the cloth is woven. 

It is then dyed in large vats, dried, and sent to the finishing 
department, where it is inspected, sheared, and pressed. The 
last step consists in winding it upon thin boards and packing it 
into cases to be shipped to the purchaser. 


III. Subject: —State the natural resources of your state (Massa¬ 
chusetts). 

Note: A letter or composition upon this subject may consist of a list 
of natural resources with little or no connection between them, and care must be 
taken not to produce the effect of a catalogue or a directory. 

Outline:— 

1 Manufacturing the chief industry; water power. 

2 Fishing. 

3 Agriculture. 

4 Lumbering. 

Composition:— 

Massachusetts has long been a manufacturing state, originally 
because of the water power of its rivers, and its excellent harbors 
which afford good facilities for commerce with Europe and the 
Atlantic coast. The development of manufacturing has led to 
the use of the natural resources of the state only to supply the 
food necessary for its people. Consequently farming and fishing 
are carried on to some extent, although the fishing fleets which 
sail from Boston, Gloucester and New Bedford, now go to fishing 
grounds outside the state. 

Farming is carried on near the large centres of population 
in the form of market gardening, the supply of grain and potatoes 
being obtained from the West and South. 

In the western part of the state, among the Berkshire Hills, 
there is still some timber land, but lumber is not produced in any 
large quantities. 


IV. Subject: —What is the best method to prevent or check 
poverty? 

Outline:— 

1 Causes: 

(a) Ignorance. 


42 


ENGLISH 


(b) Idleness. 

(c) Wastefulness. 

(d) Intemperance. 

2 Remedies: 

(a) Education. 

(b) Industry. 

(c) Frugality. 

(d) Temperance. 

Composition:— 

To prevent or check poverty it is necessary to inquire into 
its causes and to apply the proper remedies for them Poverty is 
caused by the inability or neglect to provide enough money to 
meet the needs of life, or by the improper use of money when it 

is obtained. , „ f 

An ignorant or an idle person obtains small returns for his 
labor, and usually wastes the little that he earns by spending it 

unwisely, often for liquor. . ^ 

Therefore one remedy for poverty is education, either ot the 
mind or the hands, but preferably both. The skilled workman with 
a good education is able to earn more money than his ignorant 
brother and has the judgment to spend wisely what he earns. 

Another remedy is to reduce intemperance as much as possible 
and this is the difficult problem, for it can be done only by curing 
the individual of his desire for drink. 


V. SubjectWhat benefit is the Agricultural Department to the 

Nation? 

Outline:— 

1 Experiments; improved methods. 

2 Educates farmers. 

3 Issues crop reports and other statistics. 

4 Distributes seeds. 

5 Bureau of forestry. 

Composition:— 

The Department of Agriculture, one of the youngest depart¬ 
ments, has already accomplished much good, although its work 
is carried on in a very unobtrusive way. 

By means of experiments which are continually being carried 
on all over the country, improved methods are being devised for 
preparing the earth; planting; caring for, harvesting, and han¬ 
dling crops; exterminating pests; and cutting off timber lands. 
The results of these experiments, as well as crop reports and other 
statistics, are printed and sent to the farmers free of expense. 


COMPOSITION 


43 


Seeds are also distributed in the same way, with instructions how 
and when to plant them, and each package is accompanied by the 
request that the results obtained be reported to the department. 

One of the greatest benefits of this department, however, is 
in forcing upon the attention of the public the fact that disaster 
is sure to follow the reckless cutting of trees from entire districts 
of timber land. 


VI. Subject:—Name some of the uses of wireless telegraphy. 

Outline:— 

1 Its place among recent inventions. 

2 As a saving in money. 

3 As a measure of safety at sea. 

4 Comfort of passengers. 

5 Probable uses in connection with aerial navigation. 

Letter:— 

Federal Building, Boston, Mass., 
November 26, 1907. 

United States Civil Service Commission, 

Washington, D. C. 

Gentlemen: 

Since the advent of the X-ray no other invention has at¬ 
tracted public attention as has Marconi’s triumph,—the wireless 
telegraph. This product of his genius takes its place among the 
most useful inventions of the century. 

The large amount of capital necessary to establish and main¬ 
tain the lines now in use is not required in wireless telegraphy, 
thereby making it possible, when the invention is perfected and 
put into practical use, to secure to wireless telegraph companies 
fair dividends on the smaller capital invested from a lower schedule 
of tariff rates, thus lessening the cost of telegraphic communication. 

Wireless telegraphy has come into general use on ocean 
steamships where it serves as a protection from the shore as well 
as from other vessels. Steamship companies recognize the instal¬ 
lation of wireless telegraph apparatus as a necessary measure of 
safety and it is fast coming to be demanded bv the traveling public. 

Besides the added safety, it is a comfort and convenience 
for those on board to be in touch with land and in easy communi¬ 
cation with other vessels, to receive and to send messages and to 
learn of important events almost as soon as they occur. 

A new opening for wireless telegraphy will be presented when 
methods of aerial navigation are improved and perfected. 

Very respectfully, 

Number 484. 


44 


ENGLISH 


VII. Subject:—What relation should the employer bear to the 
employee ? 

Outline:— 

1 The success of the employer depends upon what ? 

2 Generous remuneration for added interest. 

3 Appreciation. 


Letter:— 

The State House, Boston, Mass. 

April 4, 1908. 

Massachusetts Civil Service Commission, 

Boston, Mass. 

Gentlemen: 

Given employees of reasonable capability and fair-mindedness, 
the success of the employer depends very largely upon his ability 
to furnish the most favorable conditions for his workmen. To 
win their confidence by square dealing; to guard their health by 
proper sanitation and ventilation; to foster aesthetic taste by 
buildings of good design and grounds well kept; and to create in 
them a high sense of duty and mutual obligation will insure the 
manufacture of a superior product and the retention of a desirable 
patronage. 

The employer must bear in mind the fact that his income 
will increase in proportion as the interest and endeavor on the part 
of the employee increase and that, by right, the employee should 
participate in such an increase; that worth readily recognized 
and cheerfully recompensed is the surest means of creating worth; 
and that appreciation is the father of ambition. 

Very respectfully yours, 

Number 184. 


VIII. Subject:—The electric car. 

Outline:— 

1 Earliest means of travel. 

2 The steam engine. 

3 First electric car. 

4 Everywhere today. 

5 Few fast electric railroads. 

6 Employment for many men, especially in summer. 

7 A few carry freight. 

8 Its effects. 


COMPOSITION 


45 


Letter:— 

Young Men’s Christian Association Building, 

Albany, N. Y., 

June 19, 1908. 

New York Civil Service Commission, 

Albany, N. Y. 

Sirs: 

For thousands of years men who wished to travel on land had 
to walk or to ride upon animals trained to this work. Less than 
one hundred years ago the steam engine was invented, which made 
it possible to travel farther and more rapidly. About twenty years 
ago the first car was propelled by electricity and today electric 
cars run through most of our streets and country roads. So many 
electric lines have been built in all directions that many men who 
are engaged in business in our cities have their homes in the country 
and go to them each night. In some cases electric railroads 
are built for high speed for long distance travel but as a rule our 
cars cannot go fast because they use our streets, where high speed 
would be dangerous. These railroads furnish steady employment 
to thousands of men, although more men are employed in summer 
than in winter because people like to ride through the country in 
the open cars. 

Only a few railroads carry freight and mail but the chief busi¬ 
ness of the electric roads is the transportation of passengers. The 
electric car has helped settle our country places and keeps people 
in the fresh air. 

Yours truly, 

Number 87. 


IX. Subject:—The public school. 

Outline:— 

1 The first public school. 

2 Different grades of schools. 

3 Free text-books. 

4 Compulsory education. 

5 Evening schools. 

6 Vacation schools. 

7 Value of public schools. 


Letter:— 


Oliver Grammar School, 
Lawrence, Mass., 
March 15, 1908. 


Massachusetts Civil Service Commission, 

Boston, Mass. 

Gentlemen: 

In 1635 the first public school was established in Boston. 


46 


ENGLISH 


From that beginning a system of schools has grown in which children 
are trained in a great variety of subjects that will be useful in 
later life. The child enters the primary school, passes to the 
grammar school, and then to the high school. About twenty-five 
years ago Massachusetts passed a law that requires cities and 
towns to provide free text-books for the use of the pupils. 

Boys and girls are required by law to go to school until they 
are fourteen years of age. . 

Many cities maintain evening schools, principally for those 
who work during, the day and wish to fit themselves for some better 
occupation. In the best evening schools one may see a large 
number of men and women fitting themselves to take Civil Service 
examinations. 

In many places schools and playgrounds are provided for the 
children during the summer. 

One who takes advantage of the opportunities offered in the 
public schools will surely become a better citizen and will be more 
useful in his community. 

Yours respectfully, 

Number 67. 


SUBJECTS FOR LETTER 
WRITING AND COMPOSITION 


Most of the subjects in the following list have been given in 
Civil Service examinations and the student should practice with 
these and similar topics. Outlines are given for the first ten sub¬ 
jects and compositions should be written from them. With those 
that remain, the pupil must depend upon himself. 

1 Subject: —What, in your opinion, constitutes success mlife? 

Outline:— 

1 To use one’s talents. 

2 To seize one’s opportunities. 

3 To be of service to others. 

4 To see the good rather than the evil. 

2 Subject: —Should all voters own property or be able to read 

the English language? 

Outline:— 

1 The two questions are distinct. 

2 Should all voters own property? No. 

(a ) Property ownership does not denote intelligence. 

(b) The right to vote should never be obtained by in¬ 

heritance. 

3 Should all voters be able to read the English language? 

Yes. 

(a) Necessary in order to be able to read a ballot. 

(b) An important means of keeping in touch with ques¬ 

tions of public interest. 

3 Subject:— What is the best method for raising government 

revenue ? 

Outline:— 

1 Taxation on real and personal property. 

(a) Most direct method. 

(b) Most difficult to administer with justice. 



48 


ENGLISH 


2 Import Duties. 

(a) Paid really by consumers of foreign goods, who 

are well able to pay. 

(b) Easy method to administer. 

3 Taxes on alcohol, liquors, etc. 

(a) Most violently opposed. 

(b) Hardest to collect. 

4 Subject:—What qualifications do you think it necessary for 

one to possess to hold the kind of position for which you 
are being examined? (Clerk-carrier.) 

Outline:— 

1 A good general education. 

2 A particularly good knowledge of geography. 

3 Ability to make one’s self agreeable to the public and 

indispensable to his superiors. 

4 Good health and habits. 

5 Subject:—Should Congress pass additional laws for regulating 

trusts and other combinations of capital and labor? 

Outline:— 

1 Combinations an inevitable part of our growth. 

2 Distinction between beneficial and harmful combinations. 

3 Regulation not suppression. 

4 Laws already enacted not enforced. 

6 Subject:—Give your opinion concerning the present condition 

of Cuba 

Outline:— 

1 Physically. 

(a) Recovering its productiveness. 

(b) Capital is being invested in large enterprises. 

(c) Labor is more plentiful and better paid than formerly. 

2 Politically. 

(a) Passing through transition stage. 

(b) Not yet proved able to maintain stable government. 

(c) Willing to learn from the United States. 

(d) The latter virtually guarantees peace and prosperity 

in Cuba. J 


LETTER WRITING AND COMPOSITION 


49 


7 Subject: —What should be the educational qualifications of a 

railway-mail clerk? 

Outline:— 

1 A good general education. 

2 Especial training in geography, general and local. 

3 A thorough knowledge of the railway systems of the 

country 

4 Absolute familiarity with the railways of the section in 

which he operates. 

8 Subject: —What are some of the benefits derived by those who 

secure clerical positions in Washington? 

Outline:— 

1 Mild climate. 

2 Beautiful city. 

3 Short hours. 

4 Pleasant associations. 

5 Opportunities for advancement. 

9 Subject:— Give your opinion of territorial expansion for this 

country. 

Outline:— 

1 Policy of acquiring territory inaugurated by Jefferson. 

2 Every acquisition has been with some other purpose than 

the mere increase of territory. 

3 All territories look forward to being states. 

4 As a policy it is unwise to acquire foreign territory. 

5 Circumstances may again, as with the Philippines, make 

further acquisitions advisable. 

10 Subject:— State some of the advantages and disadvantages 
that have resulted to the United States from the war 
with Spain. 

Outline:— 

1 Advantages. 

(a) Taught us that we were not prepared for war. 

(b) Gave army and navy experience in real war con¬ 

ditions. 

(c) Showed the needs of the army and navy. 


50 


ENGLISH 


2 Disadvantages. 

(a) Cost in lives and money. 

(b) Loss of time by men. 

(c) Property destroyed. 

(d) Left the United States to protect Cuba and educate 

and guard the Philippines. 

11 Give some of the benefits derived from the use of the bicycle 

12 Give the advantages of good roads throughout the country. 

13 What are some of the characteristics that make a man popular? 

14 What advantages are secured by the use of the telephone? 

15 Give some of the means of making money in the part of the 

country in which you live. 

16 Briefly describe some great invention of the past century. 

17 Should text-books be furnished public school pupils at the 

public expense? 

18 What benefits are derived from public libraries? 

19 Give some of the natural resources of your state. 

20 The advantages of a good reputation. 

21 Should the State furnish work for the unemployed? 

22 The advantages and disadvantages of fortifying coast cities. 

23 The expediency of capital punishment. 

24 The benefits of corporations to the public. 

25 The reasons why a state should have a well organized militia. 

26 Manufactures of your state. 

27 Arguments for and against arbitration between nations. 

28 Should foreign immigration be restricted? 

29 Is the automobile a benefit or a detriment to the public? 

30 Should the government deliver mail in rural districts? 

31 The benefits of good reading. 

32 Should the State furnish a free college education for those 

who wish it? 

33 The advantages of manual training in the public schools. 

34 The benefits to health resulting from recreation. 

35 Should the United States fortify the Panama Canal? 

36 Is it better to own or rent a house? 

37 Does the United States need a large standing army? 

38 The advantages now derived from the art of printing. 

39 Our attitude towards those whose duty it is to enforce the law. 

40 Qualifications of the ideal office clerk. 

41 The advantages of economical habits. 

42 The idleness of the American youth. 


43 

44 

45 

46 

47 

48 

49 

50 

51 

52 

53 

54 

55 

56 

57 

58 

59 

60 

61 

62 

63 

64 

65 

66 

67 

68 

69 

70 


LETTER WRITING AND COMPOSITION 


51 


What is meant by the organization of capital? 

Desirable and undesirable immigration. 

Yearly expenses of a single man earning $12.00 per week. 
Yearly expenses of a single woman earning $12.00 per week. 
Reciprocity with Canada. 

Advantages of the Panama Canal. 

Effect of the Interstate Commerce Commission upon trans¬ 
portation facilities. 

The value of international expositions. 

To what extent should a person exert himself to obtain an 
education? 

Woman Suffrage. 

Organization of labor. 

The price of success:—Is success worth the price? 

What advantages are derived through travel? 

Of what advantage is a technical education to a farmer? 

What benefits are derived from national holidays? 

What are the advantages and disadvantages of having learned 
a mechanical trade? 

Should United States senators be elected by popular vote? 
Compare the benefits of prohibition and of high license for the 
sale of intoxicating liquors. 

The evils of gambling. 

What would you do if $100,000 were given you today? 
Mention what you regard as the five best books and give your 
reasons. 

Whom do you consider to be the greatest characters in Ameri¬ 
can history and why? 

The miseries of being blind. 

The benefits of tree-planting. 

The culture of forests. 

The value of a good disposition. 

The influence of the theatre on a community. 

How to cultivate the habit of accuracy. 


PLAIN COPY 


Unlike the rough draft the plain copy requires no consideration 
of errors. The plain copy tests the competitor’s accuracy in copy¬ 
ing just what is placed before him:—nothing less and nothing more. 
The matter to be copied is usually in type and contains words 
printed in large capitals, in small capitals, and in italics.This 
arrangement of type has to be shown in the competitor’s copy. 

Note: The term “Plain Copy” as used in the following refers to that 
printed matter which is given to the competitor to copy. 

The term “Competitor’s Copy” as used in the following refers to the copy 
written by the competitor himself. 

Large Capitals A, B, C, D, E, F, G, H 

Words printed in large capitals are shown in the competitor’s 
copy with three horizontal lines drawn beneath each word. 


Plain Copy 


Competitor’s Copy 



CIVIL SERVICE, 1908 


When words that are in large capitals in the plain copy should 
be begun with capitals, they are so written* in the competitor’s 
copy. (See previous illustration.) 


Small Capitals a, b, c, d e, f, g 


Small capitals differ from large capitals only in size 

One can determine whether capitals are large or small only 
when there are other capitals of a larger or smaller size in the same 
word or line and apparently from the same font of type. Words 
in small capitals are very often capitalized by a large capital. 









PLAIN COPY 


53 


Words printed in small capitals are shown in the competitor’s 
copy with two horizontal lines drawn beneath each word. 

Plain Copy Competitor’s Copy 


Civil Service 

ARE REQUIRED 







Italics a, b, c, d, e, f, g, h 


Words printed in italics are shown in competitor’s copy with 
one horizontal line drawn beneath each word. 

Plain Copy .Competitor’s Copy 


Civil Service 
An Exact Copy 




Ordinary Small Letters a, b, c, d, e, f, g, h 

Ordinary small letters are shown in the competitor’s copy in 
ordinary handwriting. Words in the competitor’s copy are capi¬ 
talized the same as they are found in the given copy and such 
capitalization is not underlined. 

Plain Copy Competitor’s Copy 

“which were included’’ 

tt 


Civil Service, 1908 




Examples 

Plain Copy 

Luck is an ignis fatuus. You may follow it to ruin, but never 

to success. • • 

Povertv is uncomfortable, as I can testify; but nine times out 
of ten the best thing that can happen to a young man is to be 














54 


ENGLISH 


tossed overboard and compelled to sink or swim for himself. In 
all my acquaintance, I never knew a man to be drowned who was 
worth the saving. 

-Garfield 

Competitor’s Copy 












s^^Zs£6€S~ ^£2^ <^0 







PLAIN COPY 


55 


Plain Copy 

FAMOUS ACTS AND LAWS 

Habeas Corpus Act (1679)— The name of this celebrated statute 
is derived from its referring to the opening words of the writ: 
“Habeas corpus ad subjiciendum In order to better secure the 
liberty of the subject and for prevention of imprisonments beyond 
the seas, the Habeas Corpus Act of 1679 was enacted, regulating 
the issue and return of writs of habeas corpus. 

The principal provisions of the act are: 

First , Jailors (except in cases of commitment for treason or felony) 
must within three days of the reception of the writ, produce the 
prisoner in court, unless the court is at a distance, when the time 
may be extended to twenty days at the most. 

Second , A jailor, refusing to do this, forfeits £100 for the first 
offence, and £200 for the second. 

Third , No one set at liberty upon any habeas corpus to be re¬ 
committed for the same offence, except by the court having juris¬ 
diction of the case. 

Fourth , The Act not to apply to cases of death. 


Competitor’s Copy 






C^^^^y^ y (////) - 




y^y^yy^r^Ty 

yZ^y y^t^ 

^&hy' ^y£7/~: 

^y€^^i^Z^Cy/ y^Zy&C' 



yyZty' 


yyzy* yl^ZyrfyZ4y y&? 



y^Zy&tytf^' JL^iy 




~y&£Oy£/, 


yC^yy (^^y/LtCZy/ 

/ ^ 7 f -yyyzyyy -yZyT^Zytzfzt^' 

JyAyy yy&yyyyy 


y£&%y4y?£y / y£y^c^y yy^ T^yy&yt^y 



yTy ^yyyc£c^c/ 

'*7#' yiy/- 'izyy': 





(yayy/iA yp^zy 


yyy^y 

























_ , 


y 


*sCzy*££ / ' /^f' 

/zz^ 

^ ^y- y^y y^y&y&y' £ /#<? 

'Zjh/ yZtA^~ /^y^^c^r ^#*s/ 

s^-rt^ ^&s/~ 

y^<^l^> s^LtdztZS 

^&r- ^V' 

sCwi#/ ^C^^zyi^ sdurtsisz^tf 

y^b' c2-^' y^y^~y^ 

S& y^C^y^s&ZZjty&b' 








58 


ENGLISH 


Plain Copy 

TABLE OF CONTENTS 


Abbreviations, Business 

142 

Checks, Forms of 

120 

Miscellaneous 

168 

Endorsement of 

1 

128 

Banks, National 

26 

S 

Contracts, General form 

132 

Savings 

32 

Sale 

134 

Law 

64 

Building ' 

138 


Note —For more complete reference see “Index.” 


Competitor’s Copy 







/tr '* /r 

./2»Js < ^We/ -*■ ‘ 4^^,/Ji- 







3J- 


7 ^ 






























PLAIN COPY 


59 


Directions for Study 

I. Study thoroughly both copies as given in the preceding 
pages. 

II. Copy the plain copy without reference to the competitor’s 
copy 

III. Compare your work with the competitor’s copy, making 
note of the slightest difference. 

IV. Practice upon selections from books in which capitals, 
small capitals, and italics are found. Take great care not to make 
omissions either in marking capitals, small capitals, or italics, in 
punctuation, or in words not to be marked. 


ROUGH DRAFT 


In this part of the examination it is the work of the competitor 
to write from the rough draft that is given him, a finished compo¬ 
sition correctly spelled, with no grammatical errors, no abbrevia¬ 
tions, and without change of diction. 

In a rough draft one should not be surprised to find unusual 
abbreviations, mistakes in spelling, and even errors in grammatical 
construction, all of which are easily caused by the rapid manner in 
which the rough draft is executed. Words are added, some are 
crossed out, others are transposed;—the rough draft is a more or 
less complicated maze of changed and abbreviated manuscript, 
so arranged that he who understands can gather from it the fin¬ 
ished composition. 

In copying for rough draft: 

Misspelled words should be corrected. 

Words abbreviated should be written in full. 

Grammatical errors should be corrected. 

The diction should not be changed. 


One often discovers that the force of what he has written can 
be increased by the addition of words, that did not occur to him 
at the first writing. Instead of rewriting the entire composition, 
he places these additions above the line in which they are to be 
inserted and indicates that particular place by using a mark of 
punctuation called the caret (A)- 



<rcj>cu~ 


Urxls. 



In making a corrected copy of the above, the words “with 




ROUGH DRAFT 


61 


engulfing floods” should be written in the part of the sentence indi¬ 
cated by the caret— 





When the part to be added is too long to be written above 
the line in which it is to be inserted, it is often placed in the margin 
and surrounded by a line that leads to the caret which marks its 
position in the paragraph. 


J 


/ ^ i/v ruj yVU-lsTj( 

/nUraT 


j/td lljJ £a /MU) JruX cjiij 

iLcnAudI A tirdo jm-cak Ajuaaua-.cjuI 


In making a corrected copy of the above the words enclosed 
in the margin should be inserted between hermits and who. 

One may find that the interchange of two words or expres¬ 
sions will render his composition more logical. This transposition 
is indicated by a curved line, like a letter S holding in each of its 
loops one of the two expressions to be interchanged. 



In making a corrected copy of the above, the words should 
be transposed as follows: 




62 


ENGLISH 





Note: Sometimes the abbreviation [tr] is placed in the margin opposite 
ttie words that are marked to be transposed. (See Rough Draft, p 71.) 


Whenever a word has been crossed out and the writer finally 
decides to let it remain as it was at first, he indicates his decision 
by placing dots beneath the word. 



The writer first used “unpracticed,” then changed it to “in¬ 
experienced” and finally decided to change back to unpracticed. 
This last decision is shown by the dots beneath the word. 


In making a corrected copy of the above, the word “unprac¬ 
ticed” should be used, and the word “inexperienced” should be 
discarded. 

Note: Sometimes [stet] is placed in the margin opposite the word which 
has been crossed out and then dotted. This calls attention to the dots and means 
“Let it stand.” (See Rough Draft, p 76 .) 




ROUGH DRAFT 


63 


If the writer desires a certain sentence within a paragraph to 
begin a new paragraph, the sign ^ is placed before that sentence. 

X2£**-'£oj? / err-' a 

c-eru-Zx-*-a ^v-v-*Z 

y^tX^Lzr-C^<-^ 

/Oi^cy^ - 

^tAT^Ci^C^ 6Cc*2*ez%4S~CsO 



64 


ENGLISH 


The corrected copy of the above should be as follows: 





ROUGH DRAFT 


65 


If the writer desires to combine two or more paragraphs, he 
would probably indicate it by means of a line leading from the 
beginning of the paragraph which he wishes to discard to a caret 
at the end of the preceding paragraph. 






cs i*. ~ 




^tAJ-Ccd 


e. ^ 













'Ia— -VC 




Note: In each of the following examples except the last three, the corrected 
copy follows the rough draft. 









66 


ENGLISH 


Rough Draft 


2. 


f 


■h 






A tU-O^y '*y°* 




'flu*. -11 

a J * 

tA A ^ ^-g>o 



*/f (Am^) ^ 


) \l ^ 92 ^ 


£0 A*A^AAJL--d 

/] 


^X^ox^7l*^X 


\ 


, J iC rf tfc -4W a—* 

tL 40 

JT ^rjX' ? i»~%^9 *Ar /3-< nu_£ /v cuLP 


c -1 ' w ^ ^ 1 x 5 ^ 

Cs*rT~y3-*+~~ 


6 "IsLlaJ^- 


7 


Line 1. Addition. Error in spelling. 

Line 2. Addition. 

Line 3. Three additions. Error in spelling. 
Line 5. Two additions 
Line 7. Addition. 

Line 9. Error in spelling. Addition. 










ROUGH DRAFT 


67 


Corrected Copy 





'^z£*%st^T 

C- stz£ 

^ZZ^ZZZ^Zz^ J^z£z^~ /^CzscAztz^^tZ' /C^Cz**/ 







Note* Owing to the very close connection in meaning between these several 
questions they arl not regarded as distinct sentences and are not begun with 
capitals. 


68 


ENGLISH 


Rough Draft 
nXXkxoX UTIL ,e (M C< 


jt, ^ 

jciAAMtw urhcA. iZiUJ I&jaX rtwt xaaA aaXAS 

fa - wfLixl&K a+-<\ ZT ^?«vc/b &y.. ^r*t</u-^- 

CJr^«^l^AAJLM*^ lliif illM Oo-cjLLfcy c4jam.o~JL^ 

ftity MKaU UrrXf' 4* £^o r-uc£S^t/ ^ /^jaji^l\ 

i ****• (^jJjUM<J j\cr\v. C<ruAj<JU^ULC>KtS^ 

I^L. ^rVKAMX*raS) AiM^f^.cJ^ 0jj AUJUuaJAJS 

(M*e) ^Ua^oJ ^ '£aMT j i ! by t 

ItAjJLuJ ntd'4 j2~^UjuajU unu ) a virfC. 0~* (Lvjy ^ 

to. JhA*f tb*j AArovkJ A/fith cJuA^uJauAV, hA' 

Jl £i4%a#cM UA hX/lKatoJU \^cUiJh~u^4 

/ 7>. . £W-4 pJ!x ouQjjs\JL-. ^akqjO urcoo AjLcm** iy^ 

Id. rtwj ~Zihk- -KvuJT ^julaaSaA 

j4. *** *jUa+M jny sit 1 “itLAyL^J JUth^ c^Ji 

j£ t V -tb- ^ Ci^y. -ffcu^ ^L^fr^^s. 

/Ip. 


2 .. 

d 

4 

5. 

L. 

f 

S. 

f 









ROUGH DRAFT 


69 


Line 2. 
Line 3. 
Line 4. 
Line 6. 
Line 8. 
Line 9. 
Line 11. 
Line 12. 
Line 13, 
Line 15 


Error in spelling. Grammatical error. 

Stet. Stet. 

Error in form of verb (demanded). 

Error in spelling. 

Stet. 

Abbreviation 
Error in spelling. 

Abbreviation. 

Error in spelling. Error in form of verb (furnished). 
Abbreviation. Stet. Error in spelling. 


Corrected Copy 







__ _ 

s£ru^^ ^z^l/ 

^^pzz<^ sZ**zZV ^zZ, sZ^tzis&ts 



/srz^ 



p^Z-Z^ S&bs' -d-zZL 







ROUGH DRAFT 


Rough Draft 








e^+'itZZ^- —, /2SL*osCts£7^ 



















72 


ENGLISH 


Corrected Copy 

^ 7 ^ 




s*^- 



ROUGH DRAFT 


73 




Rough Draft 

QvxajxX ts <4 jl ih 


* y / \> f' v '~— 

4^. ^1* ^ v BU ^ > ^ urtvO ~jirodr dui-,. 

cxn^ou^ ^ 

C * t * /VX ^l yA alH ffcjL^dhA^ M e* PtXtA, 

u tz 

SoU^ «~ A rv^ urio A ji ^ t d .%*A\n* xfr C j/!^t 

<| <***^ Umu&vo 4^\~pL fyu£^U*fJ A . jtu> 

|>^X«UV^ ^tM£^«rwj. i-» ^>*4^*ruel u» 'dLc 

V . ,i £ , o ^ *» W 

Vj Ifv- *A*0 f. J , fluU^M, /v • , 











OM 


Rough Draft 




, sUn&L 7tt** - 



</ 


^^-L^Z*ru. 


X I *0 

t z£=** £L 'll 


3 *U <*<* uc*J^a- 

</£^_ 



XL 




-^z^v 


<** _^y. 

pU+*^cU T 


?Csr *£. a JZ^*x 

d/ ^ 



/Ma^o ajf^y* 


jeAjco *— 



<ysiAs<- 






















Rough Draft 




'U t . 

tc awv ufhOAJL vjcav^ 


U*'- ca)v ^ ^ 


tf 4A> *A 


ptAl'Outy 


k| n*jj*uri*|. urloJ al*Xka MWift cj* Ci*> cum &foJx 

& ui (Jolt- dc dtyjjUiuiiems ej lie, 

$<(£/f w* ma»| fcMtuJ urP\j]'£jV r «j<rurtv ajeml tA 1o~ 
>tru^lp urxtk. i X/fioXirY^! a#d uy^dlyxC a+^ Jrittj* 

krjx i r^wca,*^ 4 j*s ~th''°f ^ jf*“•■ 

ti /)A^ ^pnkdl^A • 4 JfriT JA< </r£ pn*s- 
0 *c/ t^ nl/V j U/t^ **.*jJf <j t * L 'fc *■ M ' dW ' / 

J/ Cf MCUr<-. f|n( ^.hphJ 'Cau MA) 

ptSi'Ji M Met T& 

j\j^t^J^hl laws iy tidt 


,e. r< «ru 


r> 


Wl*^ /a^/3 1 ^ CaM ' 

- D 4 - 

t*fUn. <J KtUv/ /< d.«J*«ru^ <j ^ A j-Jj- 

U - 




















76 


ENGLISH 


^taJl tAtfi'it-CA*/)j ut a J2M<rutjt- Q.^- C<£«<. ‘otfaufJi 


jLait/ *7c 


M»e vffxld bed rfj novt/.ty' 

lt>4t U*(TiA.y^ ftv) 

? A ^oz 3 Al k&i*. l&v: -fe /tt£*v t*v 

\t$’ ^ CaSt £y*I **^)i*0 <aJ* ^As'+.c) 

wvtk p*'^ 

erk ~t£* nsi (JJjid^Ot*. 


)rw>~~ 


CZbi 


U u < 


OW H\XX/<**J uT^o ^ ^ pltMMJ 
vvo tjwj^ f£^ Ctf~u/J C(nrj ( ru. Jf -fa ' 

'tUlAM (J £lut*v 




READING ADDRESSES (Postal) 


This part of the examination requires the competitor to com¬ 
pare a set of printed addresses in which are errors of omission, 
substitution, or insertion, with a set of the same addresses, written 
without errors, and photolithographed on a separate sheet. 

The competitor makes no marks upon the written sheet but 
upon the printed sheet he is required to underscore with a pencil, 
as is shown in the following, any portion of a printed address 
which is not a correct copy of the photolithographed address, and 
by a caret (A) any omissions. The competitor should not insert 
words omitted or make any written changes in the addresses. 

Differences in punctuation and capitalization are not con¬ 
sidered errors. Words abbreviated in the photolithographed address 
but spelled in full in the printed address are regarded as correct 
if the correct word is printed. 

In the following illustrations the written addresses at the left 
side of the page are assumed to be correct. The printed addresses 
opposite them are supposed to be the same; but they contain 
errors which the competitor has indicated by means of under¬ 
scoring and the caret. In this set of illustrations the printed 
addresses are shown as corrected by the competitor and ready 
to pass in. 

(Written Addresses-Correct) (Printed Addresses-With Errors Noted) 



Mrs. Jesse Kerrady 
Sec’y ACT Union 
Schenectady N. J. 



W. M. Watson 
219 Morgan Ave 

Phoenixville, Pa. 




78 


READING ADDRESSES 


*d c ' 

W ^5<LcAd 

3Uh^,P<x. 

C? rtu*Mj $W U 

Jht J4<jy^>^y 

i$i<j\ (hd'W' t^° 





?(f s&Jh* & sjtf 

flllftLtlusfist 'tTxaoa^eyf 

oVu2 . —, 

d 


Monarch ^Construction Company 
Monadnock Block 
Pensacola, Florida 


Mrs Luther Speer 
Huntington, Pa 


Frank R Dill 

A Hebron 
Ohio 

L B Darling 
79 Sabin Park 


Sign painter 


Providence, R. I 


Metallurgist A 


H. J. Shenoman 
254 Clark St 
Jersey A N. J. 



fi&.lBcsoSoi 

($£cc 

C/?fa'>u 4 ^e£^ lXA J 

<&u~*J r £*.. 61 


Arthur E. Harvard 


A A 


68 Broad St. 
Phila. A 


H. E. McGowen 
A A Box 503 
Greensville Ohio 


Manufacturer 

A Annie M Foot 


Milliner 


748 N 16th St 
Philadelphia Pa 







READING ADDRESSES 


79 


Saife Foundry A Machine Co. 
"7 119 Arbutus St., 

l"jl? Cw^CA^va^ 

*53zl. 



Lakewood, N. Y 


Sam’l W Bradshaw 

179 Lincoln St 
Scranton, Pa 


J. F. Streckenreiter 
541 Evergreen Ave 
Chicago Ill 


Jfltf /pa 



(\cuujp** h^. Go. 


*)Z yu/*U 



Mr W M Duncan 

Maple Road 
Weston, Md 


Laughlin A Co 
73 Greenwold St 


Detroit. A 


/fy ^- 

fszL* 


Mr. C. W. Kingston 

A Wellesbury, 

Somerset Co. Pa 


J)uO^ 


Richard A Gooselea 
44 Greenwood St., 
Ishpenning [\ 








80 


READING ADDRESSES 




Frank D. Roach 
A Box 509, Barnsville, O. 


3U %*Jn(ie4u /*&. & 

i£nAJ> 





The G. W. Wilkins Mfg. Co., 
Westinghouse Building 
Pittsburg, Pa 
Architect A Builders. 


&<$■ (Jrf. 




Lt. Col. H. AW. Mompson, U.S.A. 
Commanding Officer Power Dept. 

Dover, N. H 


In the following illustrations the printed addresses are not 
corrected but the errors are noted and directions for their indica¬ 
tion are furnished. 



Mineral Supply Company 
St. Clair 

Schulkill Co., Ia. 


Thomas Bidford 
Gainesville, Ark 


227 


Cleve Band Twist Co., 

17 So. Church St., 
Chicago, Ill 




Dr. Wm. A McLalkey, U.S.A. 

S. S. Richmond 
Portsmouth, N. H 








READING ADDRESSES 


81 


I. “Company” for “Co.”—not an error. 

“So” omission— /\ before “St Clair.” 

“Schulkill” substitution—underscore “Schulkill.” 

II. “Mr.;” “A” omissions —/\ before “Thomas” and before 
“Bidford.” 

III. “Cleve” substitution—underscore “Cleve.” 

* “St.” for “Street”—not an error. 

IV. “Wm.” for “W.;” “McLalkey” for “McLalker” substitu¬ 
tions—underscore “Wm.” and “McLalkey.” 

“U.” omission— /\ before “S. S.” 


The following list of written and printed addresses will furnish 
sufficient material for practice in this exercise. 

Directions: 

Select such a group of addresses as can be corrected with ease 
and accuracy in ten minutes and practice until twenty or more 
unfamiliar addresses can be corrected in that length of time 




Benj. Hinkley A M] 

Matanzas 

Cuba 



Hon. Joseph Choat, 

U S Amb. to Eng. 

London E. C. 



Jas. B. Carpenter 

Kingston 

Ont. 





Mr. Alexander A. Hirt, 
Charlottetown 
P. I. 




82 


READING ADDRESSES 


(X. VlV 

(?3SiU«i \i< 







James D. Simms A B 
Woodstock 

R F D. Vt. 

Att. Gen J. B. Rayner 
Georgetown 
D. C. 



Miss Marion M Camby 

Two Mile Ranch 

5 Miles North of Phoenix Arizona 



James Scullay 

937 Morse Ave 
Cambridge, Mass 



&r£o 


Dry Goods Union 
New York City 


M.T. 


John Ahearn 

Boston, Mass. 


// #1I fflf/lnfr O^UrCJMfC 
T)C 


Hon Melville O Fuller C J 

Washington 
D. C 


READING ADDRESSES 


83 



Mr. John J. Bowen 
Grand Opera 

Cincinnati 

Box 1127 Ohio 


P. D. 


Morris J. Britt A B 

Edgetown 

Calif 




Palmer European & 
Telegraph Code 
Liverpool, Eng. 


W/wWl u> — 


Wendell W. Winter 
Kittery Jet 

Vet. Me 


Archie S D Mclntire 

Manitoba 
B C 


j2-&sJLo Sf ^ 

a at 


Chas. F. Stone 
% Atlanta Coast Dist. 

Charleston 
S. C. 


O^fJuUw &C 

* 5oa^fn\ 
M ft /*U M /2 


6th St. 


Carle Silzer E C 
Scranton 
P. A 



84 


READING ADDRESSES 




S. R. Ellis 
SO Market St. 

Boston, Mass 


IhJta&c^c^/c/^s 


Mr. R A Entwistle L. D. 

Tallahassee 
% A. White Florida 



Canterbore Oil Co 
Austin 

Special. Texas 


Ol t o y\ SfocWM &> 

ett % 


Theodore York Shoe Co 

Littleton, 
N. H. 



THj&i -> 


Phillip Corbett 
Sec. A. Horticultural Soc 
Lynn, Mass. 



Mr. E. C. Jones 
% Jordan Marsh & Co 
Boston, Mass. 


'fy*' 

/<^ fae/JP' 




Mr Philip Dunton 

144 Wall St. 
New York City 




READING ADDRESSES 


85 





Louis Bosch Company 
Oklahoma City 
Okla, 


typC^Ar. ftctCf f^a —^ 0 '£—-»—&• 
'^b'J2J>rna^ Cc^/y^r^ 

"XtAV- 

'^S<S?U3,. 

JL^ ?ru*juu^(f£^, 
^— 

y^h^^Jiaac/crri ‘ 

VJs. \* 


Sen. A. Logan 

Akron 


% Nat’l Bank 


Ohio 


George Canner 

Jonesport 

Maine 

Cong. A R Saunders 
House of Representatives 
Washington, D. C. 

James Mullen LL.D. 

Bartow 

Fla. 


J. H. Isaacs D D 

14 Wall St. 
Pierre S. D 


A E Dent 
% A N Brown Co 
Florence, Ariz, 



86 


READING ADDRESSES 


■Cft( (2AJ? 


Col Charles A Henderson 
Pueblo Cal 


Ua*^' 

7 _ 

84* 


Arthur E Dirkeson E E 
Albuquerque 
N. M 


Brig. Gen Isaac Hilman 

Lingayen 
P. I. 


JYW. Avm^ 


M. James T Monroe 
San Juan 
P. R, 


Jjxt My, 

* 04 * 6 * 

fa*- 


Mr. James H Dugan 

148 Seventh Street 

■ 

Suite 3 Chicago, Ill 


(first &H 



Messrs. Asa Greenbriah Co 
142 Olive Green 
Baltimore 


A. R Bickerman 
Port Townsend, 

W ashington 




READING ADDRESSES 


87 


Auj tVafahUM 

of 9 a ctfe+^u^ 

/*/■ tr*{ 7^0 


Abel Waterman, 

% A C Hendricks 
1448 Broadway 

New York 


(0sz**<7 

~ -42w 


Five Mines 


Joseph Crow 
Ward Cal 



Miss Josephine Morrey 
Mulden 

Plantation Miss 


^icfr^rzQv*^PrQi 


Jacob Inman Co 
Summerville 
S. C. 


ABBREVIATIONS 


In copying from rough draft in both the typewriting and longhand' 
tests all abbreviations should be written in full. Below are given 
of the abbreviations in general use. 


many 
Abr. 
Acad. 
Acct. 
A. D. 


Abridgment. 

Academy. 

Account. 

In the Year of our Lord. 
A. D. C. Aide-de-camp. 

Ad. Advertisement. 

Adj. Adjective. 

Adjt. Adjutant. 

Adjt. Gen. Adjutant-general. 
Adm. Admiral; Admiralty. 
Admr. Administrator. 

Admx. Administratrix. 

Adv. Adverb; Advent. 

Agr. Agriculture.. 

Agt. Agent. 

Ala. Alabama. 

Alas. Alaska. 

A. M. Before noon, morning. 
Anon. Anonymous. 

Ans. Answer. 

Apr. April. 

Arab. Arabic or Arabia. 

Ariz. Arizona. 

Ark. Arkansas. 

Atty. Attorney. 

Atty. Gen. Attorney General. 
Aug. August. 

B. A. or A. B. Bachelor of Arts 
Bal. Balance. 

Bbl. Barrel. 

Brig. Gen. Brigadier-General. 
Bro., Bros. Brother, Brothers. 

C. or Cent. A hundred, Cen- 

• tum. 

Cal. California; Calendar 
Caps. Capitals. 

Capt. Captain. 

C. E. Civil Engineer. 

C. H. Court-house. 

Chap. Chapter; Chaplain. 

Chron. Chronicles. 

Clk. Clerk. tf. 

Co. Company; County. 

C. O. D. Cash (or collect) on 
delivery. 


Col. Colonel; Colossians; 
Colorado. 

Con. Against; In opposition. 
Conn. Connecticut. 

Cor. Sec. Corresponding Secre¬ 
tary. 

Cr. Creditor; Credit. 

Ct., cts. Cent, Cents. 

Cwt. Hundredweight, 
d. Penny or Pence. 

D. C. District of Columbia. 

D. D. Doctor of Divinity 
Dec. December; Declaration. 
Deft, or Dft. Defendant. 

Del. Delaware; Delegate. 

Dept. Department. 

Dis. or Disc. Discount. 

Dist. Atty. District-Attorney. 
Do. The same, Ditto. 

Dol. Dels. $. Dollars. 

Doz. Dozen. 

Dr. Debtor; Doctor. 

E. East. 

Ed. Editor; Edition. 

For example. 

England; English. 
Esquire. 

And others, 
etc. or &c. And other things; 

And so forth. 

Ex. Example. 

Fahr. Fahrenheit. 

Feb. February. 

Figure; Figurative. 
Florida. 

Friday. 

Georgia. 

Galations; Gallon. 
Governor. 

Gov. Gen. Governor-General. 
Hhd. Hogshead. , . - 


p g ' 

Eng. 
Esq. 
et al. 


Fig. 

Fla. 

Fri. 

Ga. 

Gal. 

Gov. 


Hawaii. 


H.-H. 

H. R. House 
tives. 

Ia. Iowa. 


of Representa- 



ABBREVIATIONS 


89 


Id. The same. 

Ida. Idaho, 
i. e. That is. 

Ill. Illinois. 

incog. Unknown, Incognito. 
Ind. Indiana; Index; Indian. 
Inv. Invoice. 

Ital. Italic; Italian. 

Jan. January. 

I. P. Justice of the Peace. 

Jr. or Jun. Junior. 

]ul. July; Julius. 

Jun. June. 

Kan. Kansas. 

Ky. Kentucky. 

La. Louisiana. 

Lex. Lexicon. 

L. I. Long Island. 

Lib. book. 

Lieut, or Lt. Lieutenant. 

Lond. London. 

M. A thousand. 

M. or Mons. Monsieur, Sir. 

Maj. Major. 

Maj. Gen. Major-General. 

Mar. March. 

Mass. Massachusetts. 

Math. Mathematics; Mathema¬ 
tician. 

M. C. Member of Congress. 

M. D. Doctor of Medicine. 

Md. Maryland. 

Mile. Mademoiselle. 

Mdse. Merchandise. 

Me. Maine. 

Mech. Mechanics, or Mechan¬ 
ical. 

Med. Medicine. 

Mem. Memorandum. 

Messrs, or Mm. Gentlemen. 
Mex. Mexico, or Mexican. 
Mich. Michigan. 

Minn. Minnesota. 

Miss. Mississippi. 

Mme. Madame. 

Mo. Missouri; Month. 

Mon. Monday. 

Mont. Montana. 

M. P. Member of Parliament; 

Metropolitan Police. 

Mr. Mister. 


Mrs. Mistress. 

Mss. Manuscripts. 

N. North. 

N. A. North America. 

N. B. New Brunswick; Take 

notice. 

N. C. North Carolina. 

N. D. North Dakota. 

N. E. New England; North¬ 

east. 

Neb. Nebraska. 

Nev. Nevada. 

N. F. New Foundland. 

N. H. New Hampshire. 

N. J. New Jersey. 

N. M. New Mexico. 

No. Number. 

Nov. November. 

N. S. New Style (after 1752); 
Nova Scotia. 

Num. Numbers; Numeral. 

N. W. Northwest. 

N. Y. New York. 

O. Ohio. 

O. K. Correct. 

Oct. October. 

Okl. Oklahoma. 

Ore. Oregon. 

Oz. Ounce. 

Pa. Pennsylvania. 

Par. Paragraph. 

Pd. Paid. 

P. E. I. Prince Edward Island. 
Penn. Pennsylvania. 

Per or pr. By the. 

Per cent. Per centum, by the 
hundred. 

PI. or Plur. Plural. 

Plff. Plaintiff. 

P. M. Afternoon; Evening; 

Post-master; Pay¬ 
master. 

P. O. Post Office. 

Pop. Population. 

Pp. or pp. Pages. 

P. R. Porto Rico. 

Pro tern. For the time being. 
P. S. Postscript. 

Ps. Psalm or Psalms. 

Pt. Part; Pint; Payment; 
Point; Port. 


‘JO 


ABBREVIATIONS 


Pub. Publisher; Publication; 
Published; Public. 

Pwt. Pennyweight; Penny¬ 
weights. 

Q. M. Quartermaster. 

Qr. Quarter. 

Qt. Quart. 

Ques. Question. 

R. River; Rod; Rood; Rises. 

Reed. Received. 

Recpt. Receipt. 

Ref. Reference; Reform. 

Rev. Reverend; Revelation; 

Review; Revenue; Re¬ 
vise. 

R. I. Rhode Island. 

S. South. 

S. A. South America; South 
Africa; South Aus¬ 
tralia. 

Sat. Saturday. 

S. C. A decree of the Senate; 
South Carolina. 

S. D. South Dakota. 

Scot. Scotland. 

S. E. Southeast. 

Sec. Secretary; Second; Sec¬ 
tion. 

Sept. September. 

Serg. Sergeant. 

Serg. Maj. Sergeant-Major. 

Sp. Spain. 

Sq. ft. Square foot or square 
feet. 

Sq. in. Squaie inch or square 
inches. 

Sq. mi. Square mile or square 
miles. 

Sq. rd. Square rod or square 
rods. 

Sq. yd. Square yard or square 
yards. 

Sr. Sir or Senior; Sister. 

St. Saint; Street. 

Stat. Statute. 

Ster. Sterling. 

Subj. Subject or Subjective. 

Subst. Substantive. 

Supt. Superintendent. 

Surg. Gen. Surgeon-General. 


Surv. Surveyor. 

Surv. Gen. Surveyor-General. 

5. W. Southwest. 

Syn. Synonym; Synonymous. 
Tenn. Tennessee. 

Ter. Territory. 

Tex. Texas. 

Thurs. Thursday. 

Tr. Transpose; Translator; 
Translation. 

Trans. Translator; Transla¬ 
tion; Transactions. 
Treas. Treasurer. 

Tues. Tuesday. 

U. S. United States. 

U. S. A. United States Army; 

United States of Amer¬ 
ica. 

U. S. M. United States Mail; 

United States Marine. 
U. S. M. A. United States 
Military Academy. 

U. S. N. United States Navy. 
U. S. N. A. United States 
Naval Academy. 

U. S. S. United States Senate; 

United States Ship, 
v. or vs. Against; 

Va. Virginia. 

Ven. Venerable. 

Vice-Pres. or V. P. Vice-Presi¬ 
dent. 

Vise. Viscount, 
viz. To wit; Namely; That is 
to say. 

Vol. Volume. 

Vt. Vermont. 

W. West. 

Wash. Washington. 

Wed. Wednesday. 

Wis. Wisconsin. 

Wk. Week. 

W. Va. West Virginia. 

Wy. Wyoming. 

Xmas. Christmas. 

Yd. Yard. 

Yrs. Years; Yours. 

6. And. 

&c. And the rest; And so 
forth. 



STENOGRAPHY 


THE EXAMINATION. 

“The practical test in stenography consists of one exercise of 2 50 
words selected from a speech or some subject containing no technical 
matter. The dictations are given to all competitors together. A 
preliminary exercise is given at the rate of 80 words per minute to 
Familiarize the competitors with the examiner s manner of dicta- 
tion, but this test is not a part of the examination and should not 
be transcribed The regular exercises will then be dictated at 
Afferent rates of speed, aS g follows: 80 words, 100 words 120 words 
and 140 words per minute. The matter dictated is different for 
each exercise. All competitors will be required to take and tran¬ 
scribe the dictation at 80 words per minute, but will also be per¬ 
mitted to take any or all of the remaining dictations at the higher 
Stes of speed. At the conclusion of the dictation the competitors 
wilf be allowed ten minutes in which to select any one of the remain- 
^ncr exercises which they may wish to transcribe. The notes ot all 
the tests not to be transcribed will be taken up by the examiner 
and will not be considered in the rating. The transcript of the notes 
mnv be made either with the typewriter or m long hand. Not to 
• exceed one hour will be allowed for making the transcripts,. Com¬ 
petitors who take the 80-word dictation and also transcribe one of 

I: stenograph}^ test^^oe ^iven 
they have attained theUgh 

iE d gB sVedfoTthTdi&^i oTdfcttion Wg'aSo^ 

?40 P words per minuie, 100 per cent in speed. The rating for ac- 
ruracv is determined by the correctness of the transcript. 

accuracy. 

Exercise 1. 

-Notwithstanding the wedknown ingenuityof postoffice officials. 



92 


STENOGRAPHY 


necessary stamp. There are others still, in the case of postcards, 
who seem to forget everything, and drop the cards into the boxes 
in what may be termed “mint” state. How numerous this latter 
class is may be seen from the fact that in Paris during a single year 
1,800 picture postcards remained on the hands of the postoffice. 
As these are all new, the Paris postoffice intends to enter the picture 
postcard business and sell the stock by auction.” 

Exercise 2. 

“Of the many interesting machines used by our government in its 
daily work, there may be mentioned those used for counting and 
tying postal cards into small bundles. The machine will count five 
hundred thousand in ten hours, and tie them in packages of twenty- 
five each. In doing this the paper is pulled off a draw by two 
fingers from below; another finger dips into a vat of mucilage, 
touching the strip of paper in just the right spot. Other parts of 
the machine wrap the paper about the twenty-five cards, a thumb 
then presses the spot where the mucilage has been put, then the 
package is thrown on a carrying belt and delivered. All is done by 
machine, needing one watcher.” 


Exercise 3. 

“The tests to which steel is subjected are much more rigid than 
for wrought iron destined for similar purposes. The reasons for 
this are that the acceptable qualities of one melt of steel offer no 
absolute guarantee that the next following melt from the same stock 
will be equally satisfactory. Moreover, steel is much more affected in 
the various processes of hardening, cold-rolling, overheating, etc., 
than iron. While soft steel of good quality is for many purposes 
a safe and satisfactory substitute for wrought iron, a poor steel or an 
unsuitable grade of steel is a dangerous substitute, for it may range 
from the brittleness of glass to a ductility greater than that of 
wrought iron.” 


Exercise 4. 

“A character has been drawn of a very eminent citizen of Mas¬ 
sachusetts, of the last age, which, though I think it does not entirely 
belong to him, yet very well describes a certain class of public men. 
It was said cf this distinguished son of Massachusetts, that in 
matters of politics and government he cherished the most kind and 
benevolent feelings towards the whole earth. He earnestly desired 
to see all nations well governed; and to bring about this happy 
result, he wished that the United States might govern the rest of 
the world; that Massachusetts might govern the United States; 
that Boston might govern Massachusetts; and as for himself, his 
own humble ambition would be satisfied by governing the little 
town of Boston.” 



STENOGRAPHY 


93 


* Exercise 5. 

“Any new and useful art, machine, manufacture or composition 
of matter, or any new and useful improvement thereon, not known 
or used by others in this country, and not patented, or described 
in any printed publication, in this or any foreign country, before 
the discovery or invention thereof by the applicant, and not in 
public use, or on sale, for more than two years prior to his applica¬ 
tion, may be the subject of a patent. The main essentials are in¬ 
vention, novelty, utility and priority. By invention is meant that 
the thing sought to be patented must be the product of the inventive 
faculty as contrasted with the result of technical skill, the mere 
aggregation of known elements, or the adaptability of old materials 
to new uses. By utility is meant that the thing must not be frivo¬ 
lous, insignificant, pernicious or immoral. By priority is meant 
that the thing has been first reduced to practice in the hands of the 
applicant, and not that he was the first to apply for a patent.” 

Exercise 6. 

“Our business has been greatly, though indirectly, affected by 
the action of the Congress on imported articles. The war tariff 
of 1864 continued to aid the development of industry, and was 
scarcely changed at all until 1883, when many of the protective 
duties were increased. The opposition to this high protection was 
the basis of the presidential elections of 1888 and 1892, the former 
being won by the protectionist who, in 1890, passed a bill placing 
many articles on the free list, but increasing the duties on those 
left." In 1893 a measure ostensibly for revenue only, but in the end 
involving no real principle, replaced the McKinley Bill; and, in 
1897, this, in turn, gave way to the Dingley Bill which was more 
consistent, but avowedly protectionist.” 


Exercise 7. 

“If they succeed in cutting such a canal that ships of any burden 
and size can be navigated through it from the Mexican Gulf to the 
Pacific Ocean, innumerable benefits will result to the whole human 
race, civilized and uncivilized. But I should wonder if the United 
States were to let an opportunity escape of getting such a work 
into their own hands. It may be foreseen that this young State, 
with its decided predilection for the West, will, in thirty or forty 
years, have occupied and peopled the large tract of land beyond the 
Rocky Mountains. It may, furthermore, be foreseen that along the 
whole coast of the Pacific Ocean, where Nature has already formed 
the most capacious and sure harbors, important commercial towns 
will gradually arise for the furtherance of a great intercourse between 
China and the East Indies, and the United States. In such a case 
it would be not only desirable, but also necessary, that a more 
rapid communication should be maintained between the eastern 


94 


STENOGRAPHY 


and western shores of North America, both by merchant ships and 
men-of-war, than has hitherto been possible with the tedious, dis¬ 
agreeable, and expensive voyage around Cape Horn. I therefore 
repeat that it is absolutely indispensable for the United States to 
effect a passage from the Mexican Gulf to the Pacific Ocean, and I 
am certain that they will do it.” 


Exercise 8. 

“Law is the result of the collective experience, in part, of par¬ 
ticular communities, in part, of the human race as a whole. It en¬ 
courages, protects, or at least permits whatever acts or modes of 
conduct have been found or believed to be fitting, in accordance 
with the nature of things and the well-being of men, and therefore 
right; it forbids and punishes such acts or modes of conduct as 
have been found or believed to be unfitting, opposed to nature and to 
human well-being, and therefore wrong. It is far from perfect; 
it is below the standard of the most advanced minds; but it rep¬ 
resents the average knowledge or belief of the community to which 
it belongs. The laws of any particular state cannot rise far above 
this average; for laws unsustained by general opinion could not be 
executed, and if existing in the statute-book, they would not have 
the nature and force of law, and would remain on record simply 
because they had lapsed out of notice. Nor can they fall far below 
this average; for no government can sustain itself while its legisla¬ 
tion fails to meet the demands of the people.” 


Exercise 9. 

“Nothing which could add dignity to the United States judiciary 
should be neglected and, certainly meager salaries inevitably reflect 
on those who are dependent upon them. Surely the class of men who 
may be regarded as the final custodians of our constitutional liberties 
should be provided for, so that old age and sickness need not be an 
hourly terror for them. It might be properly said that great lawyers 
are not likely to be attracted to the United States bench by con¬ 
siderations of salary, but many a lawyer of the highest distinction 
would be very willing to accept a position with a respectable income 
when accompanied by so much honor. The salary of United States 
judges need not be set at so high a point as to be a temptation to 
men to strive for an appointment, but it certainly should not be 
kept so low as to frighten them away from the most important pa¬ 
triotic service.” 

Exercise 10. 

“The waste which most urgently requires checking varies widely 
in character and amount. The most reprehensible waste is that of 
destruction, as in forest fires, uncontrolled flow of gas and oil, soil 


STENOGRAPHY 


95 


wash, and abandonment of coal in the mines. This is attributable, 
for the most part, to ignorance, indifference, or false notions of 
economy, to rectify which is the business of the people collectively. 

Nearly as reprehensible is the waste arising from misuse, as in 
the consumption of fuel in furnaces and engines of low-efficiency, 
the loss of water in floods, the employment of ill-adapted structural 
materials, the growing of ill-chosen crops, and the perpetuation of 
inferior stocks of plants and animals, all of which may be remedied. 

For the prevention of waste the most efficient means will be 
found in the increase and diffusion of knowledge, from which is sure 
to result an aroused public sentiment demanding prevention. The 
people have the matter in their own hands. They may prevent or 
limit the destruction of resources and restrain misuse through the 
enactment and enforcement of appropriate state and federal laws.” 


Exercise 11. 

“No truth in economics is better established or more generally 
recognized than that general property taxes can be, and are, largely 
shifted from those who pay them in the first instance to those who 
appear not to pay anything. So much of these taxes as fall upon un¬ 
improved land are paid first and last by the owner, and so of taxes 
falling upon real estate wholly consumed, as it were, by the owner— 
his dwelling-place when no part of it is rented. But these properties 
constitute only a very small proportion in value of the total prop¬ 
erty subjected to the general property taxes. Upon practically 
the rest of the total the taxes fall only to be passed on to renters 
of rooms and houses, to buyers of goods in the stores and to con¬ 
sumers in general of the things which make up the necessaries and 
luxuries of living. And the consumers are all of us, and consumption 
taxes for the most part are proportioned to numbers rather than to 
wealth. 

“Therefore the non-property-owners pay a very large proportion 
of the costs of State and local governments—how large can not of 
course be accurately known, but it must be fully one-half and is 
probably more. And the national Government, with its indirect 
taxes on consumption as the whole source of its revenue, loads its 
cost burden also and to an even greater extent upon the people ac¬ 
cording to their needs and not according to their ability to bear 
the same.” 


Exercise 12. 

The power to levy a tax properly belongs to the legislative power. 
The collection of it involves the exercise of judicial and executive 
functions. The Legislatures levy the tax—direct that a demand shall 
be made on the owner of the land for the tax charged against it, 
and if payment is refused, authorize the collector to seize the body 
or goods of the delinquent, and in case.satisfaction is not had in one 
or the other of these modes, power is conferred upon the collector 


96 


STENOGRAPHY 


to sell and convey the land itself. Now, before the power to sell the 
land can exist under the law, the fact of the levy and non-payment 
of the tax, the demand and return of no goods, or that the body can¬ 
not be found, must exist. These facts must be ascertained to exist 
before the power of sale attaches. Whether the power to decide the 
question of delinquency is vested by law in the regularly constituted 
judicial tribunals, or in those specially instituted for that purpose, 
or in the collector himself, can make no kind of difference; it is the 
exercise of judicial power, and the officer who sells performs an 
executive function; as that in point of fact, the legislative, judicial, 
and executive departments of the government, all aid in the exe¬ 
cution of the taxing power. 


Exercise 13. 

“In appraising at the ad valorem rate the examiner must often 
take into account other considerations than the obvious intrinsic 
value of the materials. Take imported gowns, for instance. Crea¬ 
tions bearing the label of Felix, Worth, or any of the famous 
modistes, will often pay twice as much duty as gowns that are 
actually superior in every way and yet were made by less known 
modistes. The appraisers properly contend that if the purchasers 
of the these gowns are willing to pay high prices for these reputations 
then the reputations are a dutiable asset. 

“It is such nice questions of classification as these that, originating 
with the examiners, come before the Board of General Appraisers 
and are, in a large proportion of cases, appealed to the courts, where 
they may take years to be finally decided. And that is why it takes 
so long to establish precedents in regard to the administration of 
the tariff. But in recent years the splendid efficiency of the Board 
of General Appraisers has done much to relieve the congestion of 
customs cases on the court calendars. 

“Thus through this Board of. General Appraisers percolate the 
problems that arise from time to time in the daily work of the ex¬ 
aminers, and it is chiefly through their recommendations that im¬ 
provements in the customs administrative laws come about. In 
many specific ways is Congress guided by the experiences of the men 
whose task it is to find some practicable way of applying the more or 
less complicated provisions of the tariff. And the net result is that 
what progress is possible toward the ultimate establishment of an 
equitable and efficient tariff is marked, not by the evolving of ab¬ 
stract theories, but by the practical tests given the law in the hands 
of the men who administer it.” 

Exercise 14. 

“A life-saving crew is composed generally of a keeper and from 
six to eight surf men, although the number depends a great deal upon 
the nature of the service they are to perform, in some cases a larger 
crew being necessary to man a station properly. At most of the 


STENOGRAPHY 


97 


stations on the Atlantic Coast an extra man is put on during the 
winter season. A surf man must be a citizen of the United States, 
not under eighteen nor over forty years of age when originally en¬ 
listed, able to read and write the English language, physically 
sound, a good swimmer, and experienced in the management of 
boats. Appointments are made upon examination and certification 
by the Civil Service Commission. Great care is exercised in selecting 
the men, no one being admitted or promoted to a higher grade who 
has not furnished manifest proof of his fitness for the position. A 
vacancy in the keepership of a station is filled by the promotion of a 
surfman judged to be the most competent available man in the 
district. 

“The Keeper is intrusted with the care of the buildings and their 
contents and the government of the station. He is captain of the 
crew over which he has control. In the boat he takes the steering 
oar and at other times directs the operations. The crews are put 
through a rigid course of drills, recitations, and inspections, which 
the keeper carries out on specified days each week, weather and surf 
permitting, while the district officers and others in authority make 
frequent visits to the stations. The drills, which the regulations of 
the service prescribe, are with the beach apparatus (each station has 
a drill-ground on which is a wreck pole representing the mast of a 
stranded vessel), surf and life boats, life-car, international and 
general service signal codes, method of resuscitating the apparently 
drowned, etc. Keepers and surf men provide themselves with uni¬ 
forms which they are required to wear at all times when on duty.” 


Exercise 15. 

“I desire now to direct attention to the fact that this measure 
works the necessary reform in our monetary affairs in accordance 
with the principles of sound monetary science. It recognizes the 
incontestable truth that paper currency, to be kept at a parity with 
standard money, must be convertible into it directly or indirectly. 
Daniel Webster declared that something must be discovered that 
has hitherto escaped the observation of mankind before you can 
give to paper intended for circulation the value of a metallic cur¬ 
rency any longer than it is convertible into it at the will of the holder. 
Another sound doctrine underlying the measure is that the cir¬ 
culating medium of a commercial country should be for most 
obvious reasons that which is the circulating medium of other 
commercial countries, or be capable of being converted into that 
medium without loss. With all the leading commercial nations on 
the gold standard it is necessary for the United States to maintain 
that standard also, in order to escape great inconveniences and 
losses to which we would be subject if the par of exchange between 
ours and the countries with which we deal should be broken. 

“This measure also recognizes the salutary and constitutional 
principle that it is the duty of the Federal Government to control 
the circulating medium of the country and provide for the main- 


98 


STENOGRAPHY 


tenance of its parity with the standard money. It has been fre¬ 
quently asserted that the need of a uniform and stable system of 
national currency, safeguarded by the Government, so it would be 
current all over the country, was the chief object of the first bank 
of the United States, and one of the considerations that led to the 
Federal Convention in 1787 to draft a constitution. 

“Washington foresaw, some writers say, that the confidence re¬ 
posed in the United States under the Constitution would impart 
to whatever currency was authorized by Congress greater authority 
and value than could attach to anything emanating from any State. 

“Webster said that the fathers who made the Constitution foresaw 
that paper currency bearing the mark of the Union, the American 
eagle, would command universal confidence throughout the coun¬ 
try. There were more reasons, said he, for the prosperity of the 
national bank than the utilities it was so well calculated to perform. 
There was something that touched men’s sentiments as well as their 
understandings. There was a cause which carried the credit of the 
new born bank as on the wings of the wind to every quarter of the 
country. There was a charm which created trust and faith and re¬ 
liance, not only in the great marts of commerce, but in every corner 
into which money could penetrate. That cause was its national 
character. It had the broad seal of the Union to its charter.” 


Applicants for the Stenographer examination will find it to their 
advantage to read all the newspaper and magazine articles they can 
find pertaining to the following subjects:— 


Forestry 

Agriculture 

Education 

Panama Canal 

Tariffs 

Trusts 

Army 

Irrigation 


Railroads 

Postal Savings Banks 

Congress 

Navy 

Pure Food 

Meat Packing 

Fish-Culture 


Woman Suffrage 
Good Roads 
Immigration 
Labor 
Taxation 
Parcels Post 
Life Insurance, 


The directions given on pages 17 and 38 of Volume II will be 
found helpful in this subject. It is splendid practice to take ser¬ 
mons and speeches. In doing this it is advisable to attend meetings 
where the applicant will become accustomed to different speakers 
and different rates of speed. 


TYPEWRITING 


TYPEWRITER EXAMINATION. 

Copying from Plain Copy. 

In this subject the competitor will write with the typewriter an 
exercise consisting of 450 words, paragraphing, spelling, capitaliz¬ 
ing, and punctuating precisely as in the copy. 

Both accuracy and speed are considered in rating this examina¬ 
tion. Accuracy has a weight of 3 and. speed a weight of 2. 

Copy the following exercises, striving first for accuracy and 
then for speed. Correct the work and observe that each error is 
due to inexcusable carelessness. 


Exercise 1. 

“Seven hundred pages of figures with hardly a line of reading 
matter to go along with them would not make reading that would 
stir up as much enthusiasm as a dime novel stirs in the average 
small boy, but at the same time the bock of figures just issued by the 
department of commerce and labor contains some facts that are of 
general interest to the person who likes to know how the country is 
getting along. Thirty years ago the treasury department began 
issuing the book of statistics, and the first one that came out -con¬ 
tained but a little over 100 pages of figures, but we have grown since 
then, and today more than 700 are required to tell about the various 
things that the government takes the trouble to investigate. Our 
total area today, including Alaska, is about the same as that of all 
Europe. When the 13 original colonies were conceded by the peace 
treaty of 1783 the number of square miles in them was only 828,000; 
their present area, however, is but 326,000, the remaining 502,000 
square miles being now in 13 other states, while the remaining 24 
states and territories were created from territory added by purchase 
or annexation. Some 88,000,000 people occupy this territory and 
of that many, about one-third live in the 13 original states, another 
third in the areas which were ceded by these states to the common 
Union and the remaining third in the territory acquired by pur¬ 
chase or annexation. In the year 1800 there were but 1,000,000 
negroes in the United States, while in 1900 the number had increased 
to nearly 9,000,000. Our present developed water power is esti¬ 
mated at 5,357,000 horsepower; our coal supply is about 
3 , 135 , 708 , 000,000 tons, while the output from the mines in 1907-, the 
,-ear in which we reached our largest production, was 429,000,000 tons. 
In 1850 the wealth cf the United States was but $7,000,000,000, 



100 


TYPEWRITING 


whereas in 1904 it had reached $107,000,000,000, the average 
wealth per capita being $1,310. The wealth production on farms 
in 1897 was $4,250,000,000, while in 1907 it was $7,412,000,000. 

Exercise 2. 

“The plebeian but popular peanut is the subject of a bulletin 
just issued by the agricultural department, wherein it is made clear 
that this boon companion of popcorn, candy, red lemonade and the 
gods of the high-pitched gallery of the theaters of melodrama made 
a crop last year which was worth $12,000,000. Few indeed of the 
people who devour the peanut know anything about the whence- 
ness of its coming or the process of its growing. They know that 
they can buy the little fellows raw, parched, or salted at almost 
every street corner, and that they are one of the items on the circus 
grounds, but they don’t know much more about peanuts. The 
truth of the matter is that no one knows just whence the peanut did 
come. There are several allied species of the plant in Brazil and it 
seems quite likely that the common. peanut originally came from 
tropical Central America. It first came into the United States dur¬ 
ing the earlier days of the colonies, but did not rise to the point cf 
popularity where they could be counted on as a commercial factor 
until about 1870. It is now raised' principally in the Southern 
states, and will grow on almost any farm where there is a light sandy 
soil with plenty of lime and a little iron in it. It is planted at about 
the same time corn is, and is put into the ground in much the same 
way, in rows 30 to 36 inches apart, and the plants from 7 to 9 inches 
apart. The nuts grow under ground and are dug as a rule before the 
first frost. The vines are valuable as fodder. From the farm the 
peanuts go to the factory, where they are brushed, cleaned and 
bagged, and when they leave the place they are ready for use. 
They are shipped for roasting purposes or ground up, the oil ex¬ 
tracted, and the pulp made into butter. This method of treating 
the nut is recent, but the oil is valuable for cooking purposes, and 
it is also used in making cakes and candies. Botanically the peanut 
belongs to the same group of plants as do beans and peas, and prop¬ 
erly speaking the peanut is a pea, rather than a nut, the term 
“nut” having been applied on account of the flavor. The “goober” 
is growing more and more popular every year, and esthetic indeed 
must be the crowd wherein the crunch of the peanut does not break 
upon the silence or mingle with the other sounds.” 

Exercise 3. 

“No more convincing study can be had than that of the economic 
waste placed upon the shoulders of the 85,000,000 people of this 
land from the almost criminally shameful condition of 2,000,000 
miles of road. Every pound of farm products brought from rural 
sections to thickly populated centers has placed upon it a fictitious 
value, because it costs the farmer more to transport it than it would 
cost him were the roads in passable condition. 


TYPEWRITING 


101 


“Everybody who thinks must concede the evident fact that if a 
farmer with two horses can draw but 600 pounds to market in five 
hours, he would save money if with one horse he could haul 1200 
pounds in two hours. Were the roads in good condition he could do 
that and more. Any saving in hauling a ton of farm product would 
bring a benefit not alone to the farmer, but to the consumer, and 
if the product hauled each year was large, it is not hard to figure 
that the saving would be large. Figures have been assembled to 
prove that owing to the frightful condition of almost all American 
roads, it cost 25 cents a ton a mile to haul. The superb roads of the 
old countries of Europe make possible the hauling of farm products 
at 12 cents a ton a mile. Therefore, every ton hauled costs the 
American farmer 13 cents more per mile than the farmers of the old 
country are forced to pay. The average length of haul of farm prod¬ 
ucts in the United States is 9.4 miles; therefore, were our roads as 
good as those of France, the farmers’ gain would be 9.4 times 13 
cents, or approximately $1.23. 

“Let us see what that amounts to in a year in hauling but a 
portion of the products which traverse the country roads in wagons. 
The United States department of agriculture, through its office of 
public roads, has collected the figures and they may be accepted as 
approximately accurate. During the crop year of 1905-6, 
85,487,000,000 pounds of farm products, consisting of barley, corn, 
cotton, flaxseed, hemp, hops, oats, beans, rice, tobacco, wheat and 
wool were hauled from the places where they originated to shipping 
points. This vast weight did not, by any means, include all of the 
crops produced, the most notable exceptions being truck products 
and orchard products, the tonnage of those two amounting high in 
the millions. Neither did it include any figures for forest or mine 
products, nor for those things which go in wagons from the cities 
back to the country districts. Were all those included, one may 
easily see what a vast annual saving would be made. As it is, how¬ 
ever, of the figures quoted above at a saving of 13 cents per ton mile, 
the cash benefit to the farmers would be $58,900,000. 

“Beyond that, however, the Inter-state Commerce commission 
has assembled other freight figures, a most conservative estimate 
and most liberal deductions from their figures tending to prove 
that 250,000,000 pounds are annually hauled. By the same method 
of figuring as that adopted above, the hauling of this would result 
in a saving of about $305,000,000 a year. It would appear that so 
vast a sum should not be annually thrown away, simply because 
those responsible for appropriations of money to construct roads 
cannot be brought to a realization of their tremendous importance. 
The time for an awakening is here, and the quicker the awakening 
occurs, the greater the benefit the farmer will enjoy.” 

Exercise 4. 

“The Bureau of Animal Industry of the Department of Agri¬ 
culture has just issued a circular by Milo M. Hastings, presenting 
the results of a study made during the past year of the conditions 


102 


TYPEWRITING 


surrounding the production and marketing of eggs. It appears 
that there is an enormous loss due to the spoiling of eggs, which 
could be largely prevented by improved methods. 

“According to Mr. Hastings, the bulk of the poultry wealth of the 
United States is to be found on the general farms of the Mississippi 
valley. Some idea of the growth of the poultry industry on these 
general farms is shown in the case of the state of Kansas, where 
exclusive poultry farms are practically unknown, yet the value of 
poultry and eggs sold has increased over a million dollars each year 
for the past five years. 

“The total loss to the egg trade caused by the needless deteriora¬ 
tion runs into large figures. The causes of the losses and their 
estimated proportion to the total crop value are summed up as 
follows: Dirty eggs, 2 per cent.; breakage, 2 per cent.; chick 
development or heated eggs, 5 per cent.; shrunken or held eggs, 
5 per cent.; rotten eggs, 2.5 per cent.; moldly or bad flavor, 0.5 
per cent.; total, 17 per cent. 

“The loss from chick development or heated eggs is probably 
greater than from any other source, and is especially heavy during 
the summer in the South and West, where it amounts to 25 or 30 
per cent, of the eggs produced during the heated season. The 
responsibility for heated eggs is almost wholly with the farmer, 
although the rural buyer and the freight handler are in nowise 
innocent. 

“ ‘To save the millions of dollars which are carried down our 
sewers in the shape of bad eggs,’ says Mr. Hastings, ‘we must have, 
first, a campaign of education among egg producers that will show 
every farmer’s wife that when eggs are allowed to remain in damp 
nests,Hinder broody hens, or in hot kitchens, there is a loss in quality 
which means an actual loss in money to herself and to her neighbor; 
and. secondly, a system of buying eggs that will as nearly as pos¬ 
sible recompense every producer who sells eggs exactly in accordance 
with what those eggs are worth. Above all else, the infallible rule 
concerning the marketing of eggs is for the farmer to sell his eggs as 
soon as possible after they are laid.’ 

“The profits of the city retailer'are by far the largest item in the 
marketing of eggs. An approximate idea of the profits of the 
various handlers of eggs may be obtained from the following figures 
showing the elements of cost of a dozen eggs purchased by a New 
York consumer: 

Cents. 


Paid to the farmer in Iowa 

. . . . 15 

Profit to the country store 

. . . . 0 

Gross profit of the shipper 

.75 

Freight to New York 

. . . . 1.5 

Gross profit to receiver 

.5 

Gross profit to jobber . 

Loss from handling . 

. . . . 1.25 

. . . 1.5 

Gross profit of retailer . 

. . . . 4.5 


. 25 


Cost to consumer 






TYPEWRITING 


103 


Supplementary exercises tor practice in this subject may be 
found under “Stenography,” pages 91 to 98 and under “Com¬ 
position,” pages 38 to 47. 

ROUGH DRAFT. 

For explanations and exercises in this subject see pages 60 to 76. 
The same principles apply to the rough draft given in the type¬ 
writer examination as in others. The exercises referred to above 
are intended for use in preparing for this subject. 

The copy furnished to the competitor is usually a photolitho¬ 
graph of a sheet which has been typewritten and then interlined, 
transposed, or otherwise changed. 

Both accuracy and speed are considered in rating this subject, 
accuracy having a weight of 3 and speed a weight of 2. 

The following photolithographs illustrate the character of the 
test given in this examination. 


Rough Draft 
Exercise 1. 


Although several differing opinions^as to the in- 

***> 

covered, yet all /Authorities third Peter 

Schaaffarti^th. ono who fast 

X.tal WA. having h-.n pg* 

of cutting the characters the Gutenburg$ n The 

following testimony is 

Records by Jo. Fred Fanstus w*» 


In 1 ! T- 








104 


TYPEWRITING 


Exercise 1* 

Corrected. 

Although, several differing opinions exist as to the in 
dividual by whom the art of printing was first discovered, 
yet all authorities concur in admitting Peter Schaeffer to 
be the one who invented cast metal types,having learned 
the art of cutting the characters from the Gutenburgs 
inventors of movable types. The following testimony is 
preserved in the family records by Jo. Pred Panstus of 
Ascheffenburg. 


Rough Draft 


Exercise 2. 






It was pr^c\ted by t he ad roe ut e a of the 

Civil Service Law that the temptation to make: re- 

jJL/U 

movalB would disappear wi th the^former: to control 
appointment toJ\vjicant/poait ions'. This prediction » 

C<*sts£/ 

has been largely fulfilled. The ee* did not pi ' i rgr i * 

bo d-s 

f n i r a tnint^e Incompetent persons^in office. The 

CU^ct/ aJo O AX- ^ JL - 

authority of removal^*©' necessary for the^efficiency/end) 

" ‘ ^ 

rthefydisciplinejof the^Servlce. The power of removal lo not 
affected by the (rules/ or tho\law / ) satasp*- that mm re¬ 


movals shall not be made for (refr l^loug/^^g^liticajT) 


The results under the system are 


.more / 


satisfactory than under the eS h er system. There are 
reBtrictions^in regard to the reinstatement of'thtw 


who have been 


for 


dl B Tjutfn e iou c 


or miacenduet, whiles 


inefficient employe$s& persona who should have been 

rv 'VKU&nUtuor ■n*-?' 

discharged for delinquencies^were^kept^without regard 


to their failings, but when some of them were dieehaaeeed 
fo^ eered^rej^aons,. they^had sufficien t, inf luence s J 

V to^ r e tum fr s the Bervicc 



such reinetatementB cannot, 
be made under the preegrr t rules. 




















TYPEWRITING 


105 


Rough Draft 
Exercise 3. 


"Yonder, is one whose years^cai» his pa 3 sion 5(Lt by_inculring 
*wha t are his sentiments of his own statelet ua close the' 
^Slequlsltione o f the nlg hty'that we nay kH0w~wh7ther~youth alone 
ie to struggle with vexation#, and whether any better hope remains 
for the latter part_of life"’* Here the sage approached, 

"Sir, said the princess an evening walk must give to a 

ft™-' 

man of learning^pleasures which ignorance can hardly conoelve. 

You know the<'cause^ s and Hhe/ qu^litie^) of all that you behold,,, the 
periods in which the planets perform their revol, ,/the laws' 


(y ~***** v/ hloh the river flows ^/^ivery thing must supply you with 
contemplation and renew the consciousness of yourfdlgnlty. 

•Lady, answered he, let the gay,expect pleasure in thei!r$ 
excursions; it is enough that age can obtain ease. To me the 
world has lost its novelty; I,see what I remember to have seen in 
s&Zt days. I cast my eyes upwards. and -think on the vlslssltudes' 

of life." The princess had known many who enjoyed pleasure no 
longer than they’could confine it to themselves. 



COPYING AND SPACING. 

In the copying and spacing test the competitor is to make an 
exact copy of an exercise similar to those shown in the following 
pages, reproducing it accurately in every particular, including 
punctuation and other marks, and preserving all spaces between 
lines and between words, figures, and characters, and the relative 
position of the lines on the sheet. The copy furnished to the com¬ 
petitor is a photolithograph of a sheet which has been typewritten 
and so prepared that it may be reproduced on any style of type¬ 
writing machine. 

Each of the following exercises should be typewritten several 
times until the student is familiar with all the forms used and is 
able to do the work both accurately and rapidly. 


















106 


TYPEWRITING 


Exercise 1. 


During the year a postmaster's account wae ae follows: 


. :Sales of! 


Q,uar- : 
ter : 

Box-: 2# : 

rent:stamps: 

1/ : 
stamps: 

Postal 

cards 

: Stamped 

: envs. 

: Waste 
j paper 

:8ales of 
: Twine 

j Salary 

First : 

$89.00:$54.00:$22.50: 

$7.16 

:$52.00 

:$0.65 

: $3.84 

: $193.00 

Second: 

63.00: 73.45: 

14.90: 

8.17 

: 38.54 

: .82 

: 2.19 

: 165.84 

Third : 

78.19: 58.91: 

16.70: 

3.84 

: 33i93 

: .94 

4.48 

J 169.47 

Fourth; 

68.75: 72.36: 

13.82: 

7.95 

: 49;7i 

: .38 

: 6.85 

*. 179.28 


Exercise 2. 


I Llve-etook Producte. 


States 


:Vool h Milk :Butter :Cheose 
: (Lbs.): (Gallons): (Lbs. )i (Lbs.) 


«#eee«eeeeeeee sees# *•• eeseeeee ••••♦• we •••••• 

Maine :864,00:7,969,79 :593,315:96,062 

J : : : 

Hew Hampshire :717,14:2,633,26 :942,840: 41,235 


Vermont 


:118,88:9,712,06 :314,063:69,586 
: i t : 

Massachusetts :241,31:2,118,88 :358,706:22,90 

: : : : 

Khode Island :126,50:2,241,31 :965,456:24,631 
i . t l t 

Connecticut : 41,02:4,414,82 :196,095:12,566 


Indian Oats . 

Corn •(Bushels): 

(Bushels): : 

..««<..•«.«{«.........si 

380,662 j668,909 : 

:. i 

988,806 j892,243 : 

: i 

700,688 :316,141 : 

* 

330,900 :388,819 : 

: : 

253,810 j100,520 : 

I t 

471,979 :693,691 •: 


Irish 
Potatoes 

(Bushels 
• •«••• •• 
251,430 


916,641 

474,971 

959,272 

330,883 

657,447 





















TYPEWRITING 


107 


Exercise 3. 


Statement made by 

TREASURY., .DEPARTMENT 
of Customs Business. 


Districts 

and 

ports. 


Fiscal year ended June 30, 1901. 



Tax. : 

Re- :¥&lue-Qf-exporlB*—j. 

ceipte. : p or _ ; po- : 

: elgn. : mestic. : 

Ex~ : 

penses. : 



*29: 

*53: 

*430: 

*657: 

*476 : 



12,534: 

14,744: 

22,654: 

54,020: 

98,327 : 


• 

151,364: 

151,997: 

107: 


13,187 : 



143: 

198^ 


163,682; 

3,027 : 



419,234: 

420,234: 

1,782J 


18,354 ; 

Erie........... 

e t t* 

83,385: 

84,448: 

230: 

29,744: 

6,337 : 


_! 

578: 

1,257: 

88: 

134: 

1,489 r 


• 

331: 

478: 

• 


2,319 : 

Cape Vincent... 


29,749: 

29,880: 

14: 

13,946: 

136,590: 

14,890 : 

162 : 


.... 

747,560: 

750,100: 

1.757: 

388,825: 

32,316 : 



5,135: 

7,137: 

l,ooo: 

404: 

14,901 : 



71,0231 

277: 

10,308: 

64,367; 

13,672 : 


The receipts for 1901 ars *20,444,485.64 greater than for 
loco the next highest in our records, and of the increase *11,- 
852,737.01, considerably more than one-half, is from customs 

reY The*net growth of expenditures for the* 561 * 00 ’ 
The butdIub for the year is kept at *77,717,984.38, x x x 
2leh15 only $1,809,075 .BOl.eethanln 1900. Th . .*p.ndltur.. 
for 1890 were exceeded by those of 1863, *718,734,276.18. 


















































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